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ACING THE
SAT
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NEW
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Contents
CHAPTER 1
CHAPTER 2
13
CHAPTER 3
23
CHAPTER 4
99
CHAPTER 5
181
Appendix A
Math Glossary
255
Appendix B
Additional Resources
257
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ACING THE
SAT
2006
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C H A P T E R
1
Introduction
to the SAT
The 5 Ws
Who, what, where, when, why? If you are taking the SAT this year, these are the most important questions you need
answered. This book will provide you with the answers to these questions. Theres one more big question, however, and that is how, as in How do I ace the SAT? In Chapter 3 of this book, you will review the skills you need
to ace the Critical Reading section of the SAT. Chapter 4 covers essential math skills, and Chapter 5 will give you
all the information you need to know about the Writing section. Every chapter in this book, however, will be useful in your quest to maximize your SAT scores, so read them all carefully.
Most college-bound high school students take the SAT, approximately two million every year. If misery loves company, you must be feeling pretty good right now! Hang in there, though. By the time you finish this book, your
misery will be history. It will be replaced with the confidence that you are going to shine on the SAT.
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Many high school and college campuses host SAT sessions. When you register, you will be given a list of
sites in your local area, and you can pick one that is
comfortable and convenient for you.
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Have you heard the saying about the three most important things in real estate? Location, location, location.
The corresponding answer to your question about how
to do well on the SAT is: prepare, prepare, prepare.
You do that by gathering information (reading this
book is an excellent first step) and then by practicing
your SAT skills.
Now that the answers to your basic questions are
out of the way, lets examine the test in more depth.
The SAT tests your critical thinking skills, more specifically, the ones you will need to succeed in college. Of
course, there are other skills tested, specifically vocabulary, reading comprehension, math computation, and
writing strategies. You can dramatically improve your
scores on the exam by carefully studying the exam
itself. This book will help you prepare in all of these
areas.
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There are three critical reading sections: two 25minute sections and one 20-minute section. There are
three types of critical reading questions: sentence
completions, passage-length critical reading questions,
and paragraph-length critical reading questions. All of
them are multiple-choice questions with five answer
choices, ae. In Chapter 3 of this book, you will find
detailed discussions of all three types of critical reading questions, including sample questions and lots of
strategies for choosing the correct answer.
Sentence Completion questions test your vocabulary and your ability to follow the logic of complicated
sentences. Each of these questions has either one or two
blanks within a single sentence. Often, the sentences are
long and difficult to follow, but with practice, you can
learn to master them. There are approximately nineteen
of these questions.
Passage-Length Critical Reading questions test
your understanding of fairly difficult passages, such as
those you might encounter in college. The passages,
typically several hundred words in length, are drawn
from writings in the humanities, social sciences, and
natural sciences. You will have to analyze the passages in
sophisticated ways, such as making inferences from the
authors statements, interpreting rhetorical and stylistic devices, and selecting the correct meaning of one of
the words used. Again, practice will make perfector
nearly so. By the time you finish this book, you will
understand how best to approach these questions. Thats
a good thing, because there are about forty of them on
the SAT.
Paragraph-Length Critical Reading questions test
your ability to analyze shorter texts. Most passages will
be 100200 words long, followed by two to five questionsa sharp contrast to the half dozen or more questions that follow the long reading comprehension
passages. Like the reading comprehension passages,
these texts will contain college-level material, and you
will be asked about a range of reading comprehension
issues. Also, every SAT will have at least one (or more)
pair of related short passages. You can expect there to be
about eight paragraph-length critical reading questions
on the exam.
Math Questions
There are three math sections on the SAT: two 25minute sections and one 20-minute section. There are
two types of math questions: five-choice and grid-ins.
For the grid-ins, you come up with the answer yourself
instead of choosing from a list of possible answers.
Chapter 4 of this book will prepare you for the math on
the SAT. You will be able to practice the kinds of questions on the exam and brush up on the math skills
tested. There are also numerous strategies for answering questions correctly.
The good news about the math on the SAT is that
it is not necessary to have aced every math class youve
ever taken to do well on the test. Nor do you have to
remember a lot of formulas from geometry. The SAT is
designed to test how well you can apply the formulas,
as well as how well you can work with them. In fact, the
ETS supplies you with a section of formulas relevant to
the problems you will be working on. Of course, you
still have to know what to do with the formulas, and
this book will help you. Note that the test contains
algebra II, but it does not include quantitative comparison questions.
For the multiple-choice math questions, you will
be given five answer choices. Questions are drawn from
the areas of arithmetic, geometry, statistics, and algebra I and II; and you will be asked to apply skills in
those areas to the LOGICAL solution of a variety of
problems, many of them word problems. Remember:
Learn to notice a word in all capital letters, such as the
word logical here. If you can think logically, you can
prepare to do well on the math portion of the SAT.
About 80% of the questions on the math section will be
multiple choice.
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Grid-in questions are also referred to as studentproduced responses. There are only ten of these questions,
and along with the essay, they are the only questions on
the whole exam for which the answers are not provided.
You will be asked to solve a variety of math problems and
then fill in the correct ovals on your answer sheet. Again,
the key to success with these problems is to think them
through logically.
Writing Questions
The writing section has three parts: the essay (25 minutes) and two multiple-choice sections (25 minutes
and 10 minutes). If the thought of writing an essay
makes you cringe, dont worry. First, its only one essay,
and a short one at that (after all, how much can you
write in 25 minutes?). Second, your topic will be very
general. Third, the SAT is looking for a very specific
kind of essay. In Chapter 5, you will review basic writing strategies and learn more about how to write the
kind of essay that will maximize your score.
The multiple-choice section has three types of
questions:
These questions test your knowledge of grammar, usage, and general writing and revision strategies. Chapter 5 will show you exactly what to expect
from these questions (including the most commonly
tested grammar and usage errors) and what strategies
to use to answer them correctly.
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SAT at a Glance
There are three sections on the SAT: Critical Reading, Writing, and Math.
Critical Reading
Three question types:
reading comprehension (long passages)
paragraph-length critical reading (short passages)
sentence completion
70 minutes long, divided into three sections (two 25-minute sections and one 20-minute section)
All questions are multiple-choice.
Writing
Three sections:
essay (25 minutes)
multiple choice (25 minutes)
multiple choice (10 minutes)
Three multiple-choice question types:
identifying sentence errors
improving sentences
improving paragraphs
Multiple-choice questions cover grammar, usage, and basic writing and revising strategies.
The essay topic is general enough so that anyone can write about it well.
Math
Two question types:
five-choice (about 80%)
grid-ins (student-produced responses, about 20%)
70 minutes long, divided into three sections (two 25-minute sections and one 20-minute section)
Mathematical concepts include:
arithmetic
algebra I and II
geometry
statistics
The exam takes approximately three hours and forty-five minutes to complete, plus additional time for
breaks and filling out forms.
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columns titled Score Range and Percentiles CollegeBound Seniors. The information in these columns can
be useful in your preparations for college.
Score Range
Your score report will also include two percentile rankings. The first ranking measures your SAT scores
against those of all students who took the test nationwide. The second ranking measures your scores against
only the students in your state who took the test.
The higher your percentile ranking, the better. For
example, if you receive a 65 in the national category and
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Playing Catch-Up?
Have you already taken the SAT? If so, you must not
have been satisfied with the results. Good. You can do
better. You already have the information about where
you need to improve (see Additional Score Information on page 10). This book has tips and strategies for
you, as well as the key information you need about any
changes that have been made to the exam since the last
time you took it. Obviously, you have made the commitment to prepare for your retest, which means youre
on the road to significantly improving your score.
Overview of This Book
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choice questions, as well as how to tackle the essay portion. This chapter includes many helpful practice questions and also contains detailed information about
how the essay is scored, with strategies for writing
within a time limit.
Are you ready? Its time to get started!
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C H A P T E R
2
Obviously, you dont have unlimited time to spend preparing for the SAT. How can you maximize the study time
you do have? The first rule to remember is: How you study is as important as how much time you spend studying.
To study effectively, you need to focus all your attention on the material. Your attitude must be: At this
moment, in this place, this is the most important thing to me. Phone calls are less important right now. TV shows
are less important. My social life is less important. Im studying for the SAT. Im preparing for my successful future.
Visualize Your Future
What does your future hold? To a large extent, the decisions you are making right now will determine the answer
to that question. Take a minute to think about what you want. Maybe the future seems a little hazy to you. Thats
okay. You dont need to have your entire life planned out yet. But some part of you most likely knows what you
want out of college, so focus on that for the moment.
Lets start with choosing a school. What kind of campus do you want to be on? Large? Small? What are the
other students like? What subjects are you looking forward to studying?
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Form a visual image of yourself on a college campus. If you have a dream college, practice seeing yourself there. Visualizations like this are a powerful tool.
They motivate you to work toward your dreams, and
that helps make your dreams your reality.
Okay, you know where you want to be, at least in
a general sense. Keep that vision in your mind and use
it whenever you are tempted to neglect your study plan.
It can be hard to stick to a study plan. There are always
other things youd rather be doingyou may encounter
obstacles, feel overwhelmed at times with the size of the
task, or experience anxiety about your chances for success. These are all common problems, and you can overcome them. This book will show you how.
How to Study
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Kinesthetic Learner
act it out
Auditory Learner
say things out loud
record tapes for yourself
explain things to others
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Study Strategies
This book will give you a solid foundation of knowledge about the SAT. As mentioned previously, you may
also want to get a few good vocabulary building books,
such as LearningExpresss Vocabulary & Spelling Success
in 20 Minutes a Day and 1001 Vocabulary and Spelling
Questions; some math review books, such as Practical
Math Success in 20 Minutes a Day, SAT Math Essentials,
and 1001 Math Questions; and writing guides like Write
Better Essays in Just 20 Minutes a Day and SAT Writing
Essentials. You may also want to consult the College
Boards The Official SAT Study Guide, which is the only
source that contains actual SAT questions.
You will also want to gather some other study tools
and use them for your SAT preparations:
Gather Information
You have thought about how, where, and when you will
study. Youve collected your tools and gathered essential information. Now you are ready to create your personal study plan. Here are the steps:
1. If you have not done so already, take a practice
test. You can use the questions in Chapters 35 of
this book or take one of the tests in the College
Boards The Official SAT Study Guide. To create
an effective study plan, you need to have a good
sense of exactly what you need to study.
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Study Suggestions
Reward Yourself
In the last few days before the exam, you should ease up
on your study schedule. The natural tendency is to
cram. Maybe that strategy has worked for you with
other exams, but its not a good idea with the SAT. For
one thing, the SAT is three hours and forty-five minutes
long (think marathon!); and you need to be well rested
to do your best. For another thing, cramming tends to
raise your anxiety level, and your brain doesnt do its
best work when youre anxious. Try some common
relaxation techniqueslike deep abdominal breathing, tensing then relaxing your muscles, or visualizing
a positive outcome on the examto combat test
anxiety.
Get Active
What does that mean, get active? It means interact
with what you read. Ask questions. Make notes. Mark
up passages. Dont be a passive reader, just looking at
words. Be a thinker and a doer.
Ask Questions
When you read a passage, ask questions such as:
1. What is this passage about?
2. What is the main idea, or topic?
3. What is the authors point of view or purpose in
writing this?
4. What is the meaning of this word, in this sentence?
5. What does it refer to in this sentence? What is
its antecedent?
6. Is this sentence part of the main idea, or is it a
detail?
The more difficult the passage is, the more crucial
it is that you ask these questions, and more questions,
about anything you dont understand. Until you
become very skilled at asking and answering questions
about what you read, its a good idea to actually write
those questions out for yourself. For one thing, the act
of writing helps you remember what questions to ask,
especially for kinesthetic and visual learners. If youre
an auditory learner, you should repeat them aloud as
you write.
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Mark It Up
Assuming the book belongs to you, get in the habit of
highlighting and underlining when you read. When
you see a main idea, mark it. If theres an unfamiliar
word or a word used in an unfamiliar context, mark it.
The trick, though, is to be selective. If youre marking
too much of the passage, you need to practice finding
where the author states his or her main idea.
Make Notes
Dont just take notes. Making notes requires you to
think about what youre reading. Asking questions,
such as the ones mentioned previously, is one way to
make notes. Another kind of note-making consists of
writing down your reactions to what youre reading. For
example, you may disagree with an authors opinion.
Write down your reaction! Be sure to say why you agree
or disagree, or why youre confused, etc.
Make Connections
Another way of being interactive with what you study
is to relate it to what you already know. For example, if
youre trying to learn the word demographic, you may
know that dem-ocracy refers to government by the
people, while graphic refers to information, written or
drawn. Then, you can remember that demographic has
to do with information about people.
Making connections is one of the things that differentiates remembering from memorizing. In the short
run, it may seem easier to just memorize a word or a
fact; but unless you understand what youre learning
unless you have connected it to what you already
knowyou are likely to forget it again. Then, you will
have wasted your study time and not improved your
test score.
Math is easily learned when you make connections, when you make it meaningful for yourself. You
can practice percentages and ratios, for example, by
reading nutritional information on food packages and
making up math questions based on it.
Break It Up
Just as you dont train to run a marathon by waiting
until the last minute and then running twenty miles a
day for five days before the race, you cannot prepare
effectively for the SAT by waiting until the last minute
to study. Your brain works best when you give it a relatively small chunk of information, let it rest and
process, then give it another small chunk.
When youre studying vocabulary, for example,
you may have a list of twenty words you want to learn.
The most efficient way to learn twenty words is to
break your list into four lists of five words each and
learn one list before tackling the next.
Flash cards are a great study aid for the SAT and
a way to easily study small chunks of information. Also,
the act of writing on the cards engages your kinesthetic learning ability. Seeing the cards uses your visual
learning, and reading the cards aloud sets up auditory
learning. Flash cards are also extremely portable and
flexible.
Test-Taking Strategies
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How to De-Stress
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The Endgame
Its the day before the SAT. Here are some dos and
donts:
Do:
1. Relax!
2. Find something amusing to do the night
beforewatch a good movie, have dinner with a
friend, or read a good book.
3. Get some light exercise. Walk, dance, or swim.
4. Get together everything you need for the test:
admission ticket, ID, #2 pencils, calculator,
watch, bottle of water, and snacks.
5. Practice your visualization of succeeding on
the SAT.
6. Go to bed early. Get a good nights sleep.
Dont:
1. Do not study. Youve prepared. Now relax.
2. Dont party. Keep it low key.
3. Dont eat anything unusual or adventurous
save it for another time!
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C H A P T E R
3
The SAT has three critical reading sections: two 25-minute sections and one 20-minute section. There are three
types of critical reading questions: sentence completions, passage-length critical reading questions, and
paragraph-length critical reading questions. All of them are multiple-choice questions with five answer
choices, ae.
There may be a fourth critical reading section. If so, it means that one of the four sections is an experimental,
or equating, section. You cannot determine which is the equating section, however, so it is important to do your
best on each section.
Sentence Completions
Sentence completion questions test your vocabulary and your ability to follow the logic of complicated sentences. Each of these questions has either one or two blanks within a single sentence. Often, the sentences are
long and difficult to follow, but with practice, you can learn to master them. There will be approximately 19 of
these questions.
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Another important way to increase your chances for SAT success is to become familiar with the test itself. This section focuses on the critical reading test questions. The following pretest will help you assess what your strengths
and weaknesses are when it comes to the critical reading skills tested on the SAT. Take this test without studying
ahead in this book. Dont worry if you dont do as well as you wanted; theres no better way to focus your studies
than by pinpointing the topics and question types you know well and those in which you need more practice.
Use the answer sheet below to record your answers.
ANSWER SHEET
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8. The famous daredevil was actually quite -------by temperament, as illustrated by the fact that he
did not -------- until he was two years old.
a. daring .. tussle
b. arbitrary .. contradict
c. careful .. perambulate
d. mendacious .. vocalize
e. prosaic .. masticate
Read the passage below and the questions that follow it. As you form your answers, be sure to base them on what
is stated in the passage and introduction, or the inferences you can make from the material.
This passage, written by John Fiske in the late 1800s, offers the authors perspective on what he says are two kinds
of genius.
Line
(5)
(10)
(15)
(20)
There are two contrasted kinds of genius, the poetical and the philosophical; or, to speak yet more generally,
the artistic and the critical. The former is distinguished by a concrete, the latter by an abstract, imagination.
The former sees things synthetically, in all their natural complexity; the latter pulls things to pieces
analytically and scrutinizes their relations. The former sees a tree in all its glory, where the latter sees an
exogen with a pair of cotyledons. The former sees wholes, where the latter sees aggregates.
Corresponding with these two kinds of genius, there are two classes of artistic productions. When
the critical genius writes a poem or a novel, he constructs his plot and his characters in conformity to some
prearranged theory, or with a view to illustrate some favorite doctrine. When he paints a picture, he first
thinks how certain persons would look under certain given circumstances, and paints them accordingly.
When he writes a piece of music, he first decides that this phrase expresses joy, and that phrase disappointment, and the other phrase disgust, and he composes accordingly. We therefore say ordinarily that
he does not create, but only constructs and combines. It is far different with the artistic genius, who, without stopping to think, sees the picture and hears the symphony with the eyes and ears of imagination, and
paints and plays merely what he has seen and heard. When Dante, in imagination, arrived at the lowest
circle of hell, where traitors like Judas and Brutus are punished, he came upon a terrible frozen lake, which,
he says, Ever makes me shudder at the sight of frozen pools. I have always considered this line a marvelous
instance of the intensity of Dantes imagination. It shows, too, how Dante composed his poem. He did not
take counsel of himself and say: Go to, let us describe the traitors frozen up to their necks in a dismal lake,
for that will be most terrible. But the picture of the lake, in all its iciness, with the haggard faces staring
out from its glassy crust, came unbidden before his mind with such intense reality that, for the rest of his
life, he could not look at a frozen pool without a shudder of horror. He described it exactly as he saw it;
and his description makes us shudder who read it after all the centuries that have intervened.
So Michelangelo, a kindred genius, did not keep cutting and chipping away, thinking how Moses
ought to look, and what sort of a nose he ought to have, and in what position his head might best rest upon
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(25)
(30)
his shoulders. But, he looked at the rectangular block of Carrera marble, and beholding Moses grand and
lifelike within it, knocked away the environing stone, that others also might see the mighty figure. And so
Beethoven, an artist of the same colossal order, wrote out for us those mysterious harmonies which his ear
had for the first time heard; and which, in his mournful old age, it heard none the less plainly because of
its complete physical deafness. And in this way, Shakespeare wrote his Othello; spinning out no abstract
thoughts about jealousy and its fearful effects upon a proud and ardent nature, but revealing to us the living concrete man, as his imperial imagination had spontaneously fashioned him.
9. In line 2 of this passage, the word concrete is contrasted with the word
a. imagination
b. wholes
c. complexity
d. abstract
e. aggregates
10. The authors use of the phrase prearranged theory
in line 8 suggests that
a. it is wise to plan ahead
b. a non-genius uses someone elses theories
c. a critical genius is not truly creative
d. a true genius first learns from others
e. a writer should follow an outline
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The following passages are excerpted from Abraham Lincolns two inaugural addresses. The first was given in 1861,
before the Civil War began. The second was delivered in 1865 as the fighting between North (anti-slavery) and South
(pro-slavery) raged. (1865 was the final year of the Civil War.)
Line
(5)
(10)
(15)
(20)
(25)
(30)
Passage 1
One section of our country believes slavery is RIGHT, and ought to be extended, while the other believes
it is WRONG, and ought not to be extended. This is the only substantial dispute. The fugitive-slave clause
of the Constitution, and the law for the suppression of the foreign slave-trade, are each as well enforced,
perhaps, as any law can ever be in a community where the moral sense of the people imperfectly supports
the law itself. The great body of the people abide by the dry legal obligation in both cases, and a few break
over in each. This, I think, cannot be perfectly cured; and it would be worse in both cases AFTER the separation of the sections than BEFORE. The foreign slave-trade, now imperfectly suppressed, would be ultimately revived, without restriction, in one section, while fugitive slaves, now only partially surrendered,
would not be surrendered at all by the other.
Physically speaking, we cannot separate. We cannot remove our respective sections from each other,
nor build an impassable wall between them. A husband and wife may be divorced, and go out of the presence and beyond the reach of each other; but the different parts of our country cannot do this. They cannot but remain face to face, and intercourse, either amicable or hostile, must continue between them. Is
it possible, then, to make that intercourse more advantageous or more satisfactory after separation than
before? Can aliens make treaties easier than friends can make laws? Can treaties be more faithfully
enforced between aliens than laws can among friends? Suppose you go to war, you cannot fight always; and
when, after much loss on both sides, and no gain on either, you cease fighting, the identical old questions
as to terms of intercourse are again upon you.
This country, with its institutions, belongs to the people who inhabit it. Whenever they shall grow
weary of the existing government, they can exercise their CONSTITUTIONAL right of amending it, or
their REVOLUTIONARY right to dismember or overthrow it. I cannot be ignorant of the fact that many
worthy and patriotic citizens are desirous of having the national Constitution amended. While I make no
recommendation of amendments, I fully recognize the rightful authority of the people over the whole subject, to be exercised in either of the modes prescribed in the instrument itself; and I should, under existing circumstances, favor rather than oppose a fair opportunity being afforded the people to act upon it.
I will venture to add that to me the convention mode seems preferable, in that it allows amendments to
originate with the people themselves, instead of only permitting them to take or reject propositions originated by others not especially chosen for the purpose, and which might not be precisely such as they would
wish to either accept or refuse. I understand a proposed amendment to the Constitutionwhich amendment, however, I have not seenhas passed Congress, to the effect that the Federal Government shall never
interfere with the domestic institutions of the States, including that of persons held to service. To avoid
misconstruction of what I have said, I depart from my purpose not to speak of particular amendments so
far as to say that, holding such a provision to now be implied Constitutional law, I have no objection to
its being made express and irrevocable.
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(35)
(40)
(45)
(50)
(55)
Passage 2
Fellow countrymen: At this second appearing to take the oath of the presidential office, there is less occasion for an extended address than there was at the first. Then a statement, somewhat in detail, of a course
to be pursued, seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still
absorbs the attention and engrosses the energies of the nation, little that is new could be presented. The
progress of our arms, upon which all else chiefly depends, is as well known to the public as to myself; and
it is, I trust, reasonably satisfactory and encouraging to all. With high hope for the future, no prediction
in regard to it is ventured. On the occasion corresponding to this four years ago, all thoughts were anxiously directed to an impending civil war. All dreaded itall sought to avert it. While the inaugural address
was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents
were in the city seeking to destroy it without warseeking to dissolve the Union, and divide effects, by
negotiation. Both parties deprecated war; but one of them would make war rather than let the nation survive; and the other would accept war rather than let it perish. And the war came.
One-eighth of the whole population were colored slaves, not distributed generally over the Union,
but localized in the Southern part of it. These slaves constituted a peculiar and powerful interest. All knew
that this interest was, somehow, the cause of the war. To strengthen, perpetuate, and extend this interest
was the object for which the insurgents would rend the Union, even by war; while the government
claimed no right to do more than to restrict the territorial enlargement of it. Neither party expected for
the war the magnitude or the duration which it has already attained. Neither anticipated that the cause of
the conflict might cease with, or even before, the conflict itself should cease. Each looked for an easier triumph, and a result less fundamental and astounding.
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The passages below are followed by several questions about their content. Read each passage carefully and answer
the questions based on what is stated or implied in the text.
Questions 2325 are based on the following passage about the Great Depression.
Line
(5)
(10)
The worst and longest economic crisis in the modern industrial world, the Great Depression in the
United States had devastating consequences for American society. At its worst (19321933), more than 16
million people were unemployed, more than 5,000 banks had closed, and over 85,000 businesses had failed.
Millions of Americans lost their jobs, their savings, and even their homes. The homeless built shacks for
temporary shelterthese emerging shantytowns were nicknamed Hoovervilles, a bitter homage to
President Herbert Hoover, who refused to give government assistance to the jobless. Farmers were hit especially hard. A severe drought coupled with the economic crisis ruined small farms throughout the Great
Plains as productive farmland turned to dust and crop prices dropped by 50%. The effects of the American depressionsevere unemployment rates and a sharp drop in the production and sales of goodscould
also be felt abroad, where many European nations were still struggling to recover from World War I.
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Questions 2627 are based on the following passage about snake venom.
Line
(5)
Snake venom is one of the most effective methods of self-preservation in the animal kingdom. It is, essentially, toxic saliva composed of different enzymes that immobilizes prey. One type of toxin, known as a
hemotoxin, targets the victims circulatory system and muscle tissue. The other is called a neurotoxin, and
it affects the nervous system by causing heart failure or breathing difficulties. Although deadly, some snake
venoms have been found to have curative properties. In fact, toxinologists, herpetologists, and other scientists have used the venom of a Brazilian snake to develop a class of drugs that is used to treat hypertension.
Questions 2832 are based on the following passage about the Aristotles view on friendship.
Line
(5)
(10)
(15)
If you have ever studied philosophers, you have surely been exposed to the teachings of Aristotle. A great
thinker, Aristotle examines ideas such as eudaimonia (happiness), virtue, friendship, pleasure, and other
character traits of human beings in his works. In his writings, Aristotle suggests that the goal of all
human beings is to achieve happiness. Everything that we do, then, is for this purpose, even when our
actions do not explicitly demonstrate this. For instance, Aristotle reasons that even when we seek out friendships, we are indirectly aspiring to be happy, for it is through our friendships, we believe, that we will find
happiness. Aristotle asserts that there are three reasons why we choose to be friends with someone:
because he is virtuous, because he has something to offer to us, or because he is pleasant. When two people are equally virtuous, Aristotle classifies their friendship as perfect. When, however, there is a disparity
between the two friends moral fiber; or when one friend is using the other for personal gain and or
pleasure alone, Aristotle claims that the friendship is imperfect. In a perfect friendshipin this example,
lets call one person friend A and the other friend Bfriend A wishes friend B success for his own sake.
Friend A and friend B spend time together and learn from each other, and make similar decisions. Aristotle claims, though, that a relationship of this type is merely a reflection of our relationship with ourselves.
In other words, we want success for ourselves, we spend time alone with ourselves, and we make the same
kinds of decisions over and over again. So, a question that Aristotle raises, then, is: Is friendship really
another form of self-love?
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Pretest Answers
Sentence Completions
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11. e.
12. b.
13. a.
14. d.
15. b.
16. c.
17. b.
18. a.
19. e.
20. c.
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25.
26.
Paragraph-Length
Critical Reading
27.
28.
by the homeless, so it could not refer to a federal housing program (choice a) or a new kind
of social program (choice d). Choice b may be
true, but the passage does not directly support
this claim.
d. The sentence states that the severe drought and
economic crisis together ruined small farms, so
coupled most nearly means combined. None of
the other choices makes sense in the context of
the sentence.
e. From the context of the passage, it can be
deduced that immobilizes is synonymous with
incapacitates, because lines 24 explain that
the effects of venom include targeting the
muscle tissue and causing breathing
difficulties.
c. The second-to-last sentence (lines 45) introduces the general idea that some venom has
curative properties. The last sentence (lines
56) illustrates this by providing a concrete
example of some venoms curative properties.
The last sentence does not explain how medicines are derived from snake venom (choice
a), nor is its purpose to show how evolutionarily advanced snakes are (choice b) or that
Brazilian snake venom has more curative
properties than other snakes (choice d).
Although the final sentence does introduce the
idea that some venom is used to treat hypertension, it does this to expand on the statement made in the previous sentence, not
merely to introduce a new concept, as is incorrectly suggested by choice e.
d. The passage clearly introduces and discusses
one subject area of Aristotles many philosophical musings: friendship. Choice a is
incorrect because the passage addresses one
topic covered by a particular philosopher, not
philosophy as a whole. While the passage does
call Aristotle a great thinker, its primary purpose is not to prove this, making choice b
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buddy. You and your friends can drill each other. If you
can make games out of learning vocabulary, studying
will be more fun; and you will learn more, too!
Tip
When working on your vocabulary, remember
to focus first on roots, prefixes, and suffixes.
You will be pleasantly surprised to see how
quickly learning these will increase the size of
your vocabulary!
News Flash!
Tip
When you learn a new word, try to use it in
conversation as soon as possible. Use a word
three times, and its yours!
Sentence Detective
The single most important key to the meaning of a sentence is its structure. The best and easiest way to determine sentence structure is to look at its punctuation.
Sentence completion questions always have one or
more commas or semicolons. The basic strategy is to
separate the sentence into units divided by punctuation. Often, one of the units will be complete (without
a blank); then at least one unit will have one or two
blanks. The complete unit will tell you what the unit(s)
with a blank(s) (incomplete unit) needs to say. For
example, consider this sentence: After finding sacred
objects inside numerous Mayan caves, archaeologists have
begun to revise their opinion that the Maya used the
caves solely for -------- functions.
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When you divide this sentence into punctuationdefined units, you have:
After finding sacred objects inside numerous
Mayan caves,
and
archaeologists have begun to revise their opinion
that the Maya used the caves solely for -------functions.
The first unit, the unit without the blank, tells you that
the second unit has something to do with what happened 1) after finding sacred objects and 2) in Mayan
caves. The second unit, the one with a blank, tells you
that 1) archaeologists have begun to revise their opinion and 2) their opinion (before being revised) was
that Mayan caves were used only (solely) for some kind
of function, or purpose. Your mission is to figure out
what goes in the blank, namely what kind of function
or purpose archaeologists used to think the caves were
exclusively used for.
Now youre ready to use the first unit to illuminate
the second. If scientists used to think one thing until
they found sacred objects, it means they used to think
the caves were not used for sacred purposes. Now you
know you need to fill in the blank with a word that
means non-sacred, a word such as civic, secular, or nonceremonial. Your final step is to look at the answer
choices to find the one that matches the idea you have
formed about what needs to be in the blank(s).
Heres an example of a question that doesnt
divide neatly into a complete unit and an incomplete
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The second important skill you must master for sentence completion questions is the ability to identify
key words and phrases. These are the words that most
help you decode the sentence. Think of them as clues
to a mystery. Among the most useful of these are the
words that enable you to identify the logical relationship between the complete unit(s) of the sentence and
the incomplete unit(s). As in the preceding example,
sometimes you have to complete one portion of a twoblank sentence before you can work on the logical relationship of another unit. There are three types of logical
relationships commonly expressed in sentence completion questions: contrast, comparison, and cause and
effect. These three relationships will help you succeed
on sentence completion questions.
Contrast
Words that logically signal a relationship of contrast
are words such as: though, although, however, despite,
but, and yet. Can you think of others? There are also
phrases that signal a contrast between the units of the
sentence, phrases such as on the other hand or on the
contrary. Try making a sentence using these words and
phrases. See how the two parts of your sentence
oppose each other. This is the logical relationship of
contrast, or opposition. No matter how complex a
sentence completion sentence seems at first glance,
when you see one of these words or phrases, you will
know youre looking at a sentence that expresses one
thought in its complete unit and a contrasting thought
in the incomplete unit. First, you decipher the thought
in the complete unit, and then fill in the blank in the
incomplete unit with a word that expresses a contrasting thought. For example:
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In each of the following sentences, one or two words have been omitted (indicated by a blank). Choose the word(s)
from the answer choices provided that make the most sense in the context of the sentence.
Use the answer sheet below to record your answers.
ANSWER SHEET
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
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21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
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5. Mr. Castle thought himself a -------- conversationalist, as he always had something to say; but
others just thought him --------.
a. consummate .. garrulous
b. copious .. cowering
c. veritable .. utopian
d. stolid .. masterful
e. invincible .. pliable
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13. Coyotes had killed three of Chesters sheep; however, he bore them no --------.
a. latency
b. veterinarian
c. fencing
d. rancor
e. enclave
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18. Because Cheryl was so -------- at home, her parents found it hard to believe she seldom spoke in
class.
a. panoramic
b. pithy
c. loquacious
d. disaffected
e. credible
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9.
10.
11.
12.
13.
14.
15.
16.
17.
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There are approximately 40 long-passage critical reading questions on the SAT. Each Critical Reading section contains at least one long passage, followed by
questions about the passage. Passages are excerpted
from writings in the fields of literature, humanities,
and social and natural sciences. There is no poetry.
Each passage is between 400 and 850 words in length,
and there will be between 5 and 13 questions after
each one.
In one critical reading section of the exam, there
will be a set of two long passages. These two passages
will complement each other in some way. Most often,
they will present either supporting or opposing points
of view. Some of the questions about these passages will
require that you be able to analyze similarities and differences between the two passages.
Many of the reading comprehension questions
are vocabulary-related. You can think of them as a variation on sentence completion questions, asking you
to determine the meaning of a word or phrase in context. Sometimes, the test-makers ask about fairly common words that have multiple uses and ask you to
choose the correct meaning or shade of meaning. Most
often, the answer will be a more obscure meaning of the
commonly used word.
Other reading comprehension questions test your
ability to understand what you read. SAT passages are
usually complex, densely packed with ideas; and many
are somewhat overwhelming at first glance. You will be
asked to extract information that may be stated explicitly or implied. In other words, a passage may contain
arguments with underlying assumptions, which you
will be asked to uncover. You will be asked about the
logical flow of the texts and about their consistency or
lack thereof. You may also have to answer questions
about the tone of the passages as well as their overall
theme or meaning.
Fortunately, the skills you are learning for the
sentence completion questions will also serve you well
If you are already skilled at quickly reading and understanding dense prose, good for you! If not, try this
approach. Feel free to adapt it and change it to suit your
needs and temperament. Theres no one right way to
read. The right way to do all of these things is the way
that works for you; so as you practice, try variations on
the method to see what suits you.
Every reading comprehension passage has a short
one- to three-sentence introduction. This introduction will provide you with some context for the passage
as a whole, so read it first. Occasionally, there will be a
question that requires knowledge of this introduction,
so read it carefully.
Now you may want to skim the passage for its
subject matter. With practice, you will find that topic
sentences and key adjectives will practically leap out
and grab your attention. Be sure to keep your pencil
poised to write as you read. You will want to mark key
words and phrases as you see them.
Next, read the passage all the way through. As you
finish each paragraph, determine its main idea. Then,
jot a word or phrase that expresses that idea in the
margin of your test booklet. This is a note to yourself,
which will enable you to easily find sections of the passage later and quickly tie the separate paragraphs into
a coherent whole.
As you read the passage, mark any words or
phrases that seem particularly important or expressive. Often, adjectives that set a mood or tone will help
you understand the authors meaning, so underline
them or jot them down in the margin. Its also important to note the location of details that support the
authors main point(s).
Of course, you were paying attention in English
class when the teacher discussed topic sentences, so
you know that most well-written paragraphs have at
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Read the passage and the questions that follow it. As you form your answers, be sure to base them on what is stated
in the passage and introduction, or the inferences you can make from the material.
Use the answer sheet below to record your answers.
ANSWER SHEET
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
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21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
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Line
(5)
(10)
(15)
(20)
(25)
(30)
(35)
Juan Canito and Seor Felipe were not the only members of the Seoras family who were impatient for
the sheep-shearing. There was also Ramona. Ramona was, to the world at large, a far more important person than the Seora herself. The Seora was of the past; Ramona was of the present. For one eye that could
see the significant, at times solemn, beauty of the Seoras pale and shadowed countenance, there were a
hundred that flashed with eager pleasure at the barest glimpse of Ramonas face; the shepherds, the herdsmen, the maids, the babies, the dogs, the poultry, all loved the sight of Ramona; all loved her, except the
Seora. The Seora loved her not; never had loved her, never could love her; and yet she had stood in the
place of mother to the girl ever since her childhood, and never once during the whole sixteen years of her
life had shown her any unkindness in act. She had promised to be a mother to her; and with all the inalienable staunchness of her nature she fulfilled the letter of her promise.
The story of Ramona the Seora never told. To most of the Seoras acquaintances now, Ramona was
a mystery. They did not knowand no one ever asked a prying question of the Seora Morenowho
Ramonas parents were, whether they were living or dead, or why Ramona, her name not being Moreno,
lived always in the Seoras house as a daughter, tended and attended equally with the adored Felipe. A few
gray-haired men and women here and there in the country could have told the strange story of Ramona;
but its beginning was more than a half-century back, and much had happened since then. They seldom
thought of the child. They knew she was in the Seora Morenos keeping, and that was enough. The affairs
of the generation just going out were not the business of the young people coming in. They would have
tragedies enough of their own presently; what was the use of passing down the old ones? Yet the story was
not one to be forgotten; and now and then it was told in the twilight of a summer evening, or in the shadows of vines on a lingering afternoon, and all young men and maidens thrilled who heard it.
It was an elder sister of the Seoras,a sister old enough to be wooed and won while the Seora was
yet at play,who had been promised in marriage to a young Scotchman named Angus Phail. She was a
beautiful woman; and Angus Phail, from the day that he first saw her standing in the Presidio gate, became
so madly her lover, that he was like a man bereft of his senses. This was the only excuse ever to be made for
Ramona Gonzagas deed. It could never be denied, by her bitterest accusers, that, at the first, and indeed for
many months, she told Angus she did not love him, and could not marry him; and that it was only after his
stormy and ceaseless entreaties, that she did finally promise to become his wife. Then, almost immediately,
she went away to Monterey, and Angus set sail for San Blas. He was the owner of the richest line of ships
which traded along the coast at that time; the richest stuffs, carvings, woods, pearls, and jewels, which came
into the country, came in his ships. The arrival of one of them was always an event; and Angus himself, having been well-born in Scotland, and being wonderfully well-mannered for a seafaring man, was made welcome in all the best houses, wherever his ships went into harbor, from Monterey to San Diego.
The Seorita Ramona Gonzaga sailed for Monterey the same day and hour her lover sailed for San
Blas. They stood on the decks waving signals to each other as one sailed away to the south, the other to
the north. It was remembered afterward by those who were in the ship with the Seorita, that she ceased
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to wave her signals, and had turned her face away, long before her lovers ship was out of sight. But the
men of the San Jose said that Angus Phail stood immovable, gazing northward, till nightfall shut from
his sight even the horizon line at which the Monterey ship had long before disappeared from view.
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Passage 1
From the beginning to the end of this book, I have most earnestly represented the necessity of forming early
habits of observation. It is a strong foundation, on which any kind of character may be built, as circumstances require. It makes good writers, good painters, good botanists, good mechanics, good cooks, good
housewives, good farmersgood everything! It fits us for any situation in which Providence may place us,
and enables us to make the most of whatever advantages that come in our way. It is a sort of vital principle, that gives life to everything.
Not fifty miles from Boston is a farmer, quite famous for the improvements he has made in the wild
grape. He found a vine in the wood, which dozens of his neighbors passed every week, as well as he; but
he observed that where the oxen fed upon the vine the grapes were largest and sweetest. He took the hint.
The vine was transplanted, and closely pruned. This produced the same effect as browsing had done; the
nourishment, that in a wild state supported a great weight of vines and tendrils, went entirely to the body
of the grape. His neighbors would have known this as well as he, if they had thought about it; but they did
not observe.
In ancient Greece, the beneficial effect of closely trimming grape-vines was discovered by observing
the extreme luxuriance of a vine, which an ass had frequently nibbled as he fed by the way-side. The man
who availed himself of this hint, became celebrated throughout Greece, by means of the far-famed grapes
of Nauplia; and, with less justice, statues were erected to the ass, and high honors paid to his memory. The
grape had never been cultivated in this country, when, by a singular coincidence, an observing American
farmer made the same discovery, and by the same means, that gave celebrity to the observing Grecian
farmer, in very ancient times.
Even in infancy, the foundation of this important habit should be begun, by directing the attention
to the size, shape, color, etc, of whatever objects are presented. In childhood it should be constantly kept
alive, by never allowing anything to be read, or done, carelessly; and during the teens, when the mind is
all alive and busy, very peculiar care should be taken to strengthen and confirm it. A young lady should
never be satisfied with getting through with a thing some how or other; she should know how she has done
it, why she has done it, and what is the best way of doing it. She should use her thoughts in all her employments. There is always a best way of doing everything; and however trifling the occupation, this way should
be discovered; in making a shirt, for instance, she should be led to observe that it is much more convenient to put in the sleeves before the collar is set on. It is the want of these habits of observation, which makes
some people so left-handed and awkward about everything they undertake.
Passage 2
Let us settle ourselves, and work and wedge our feet downward through the mud and slush of opinion, and
prejudice, and tradition, and delusion, and appearance, that alluvion* which covers the globe, through
* flood
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Paris and London, through New York and Boston and Concord, through Church and State, through poetry
and philosophy and religion, until we come to a hard bottom and rocks in place, which we can call reality, and say, This is, and no mistake; and then begin, having a point dappui, below freshet** and frost and
fire, a place where you might found a wall or a state, or set a lamp-post safely, or perhaps a gauge, not a
Nilometer, but a Realometer, that future ages might know how deep a freshet of shams and appearances
had gathered from time to time. If you stand right fronting and face to face to a fact, you will see the sun
glimmer on both its surfaces, as if it were a scimitar***, and feel its sweet edge dividing you through the
heart and marrow, and so you will happily conclude your mortal career. Be it life or death, we crave only
reality. If we are really dying, let us hear the rattle in our throats and feel cold in the extremities; if we are
alive, let us go about our business.
Time is but the stream I go a-fishing in. I drink at it; but while I drink I see the sandy bottom and
detect how shallow it is. Its thin current slides away, but eternity remains. I would drink deeper; fish in the
sky, whose bottom is pebbly with stars. I cannot count one. I know not the first letter of the alphabet. I have
always been regretting that I was not as wise as the day I was born. The intellect is a cleaver; it discerns and
rifts its way into the secret of things. I do not wish to be any more busy with my hands than is necessary.
My head is hands and feet. I feel all my best faculties concentrated in it. My instinct tells me that my head
is an organ for burrowing, as some creatures use their snout and forepaws, and with it I would mine and
burrow my way through these hills. I think that the richest vein is somewhere hereabouts; so by the diviningrod and thin rising vapors I judge; and here I will begin to mine.
** stream
*** a curved sword
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For the purpose of enhancing the value of their own mission, it has been at times asserted by foreigners
that the abundance of the chief was procured by the poverty of his followers. To any person at all familiar, either by experience or from trustworthy tradition, with the daily life of the Hawaiian people fifty years
ago, nothing could be more incorrect than such an assumption. The chief whose retainers were in any
poverty or want would have felt, not only their sufferings, but, further, his own disgrace. As was then customary with the Hawaiian chiefs, my father was surrounded by hundreds of his own people, all of whom
looked to him, and never in vain, for sustenance. He lived in a large grass house surrounded by smaller ones,
which were the homes of those the most closely connected with his service. There was food enough and
to spare for everyone. And this was equally true of all his people, however distant from his personal care.
For the chief always appointed some man of ability as his agent or overseer. This officer apportioned the
lands to each Hawaiian, and on these allotments were raised the taro*, the potatoes, the pigs, and the chickens which constituted the living of the family; even the forests, which furnished the material from which
was made the tapa cloth, were apportioned to the women in like manner. It is true that no one of the common people could mortgage or sell his land, but the wisdom of this limitation is abundantly proved by the
homeless condition of the Hawaiians at the present day. Rent, eviction of tenants, as understood in other
lands, were unknown; but each retainer of any chief contributed in the productions of his holding to the
support of the chief s table.
But I was destined to grow up away from the house of my parents. Immediately after my birth I was
wrapped in the finest soft tapa cloth, and taken to the house of another chief, by whom I was adopted. Konia,
my foster-mother, was a granddaughter of Kamehameha I, and was married to Paki, also a high chief; their
only daughter, Bernice Pauahi, afterwards Mrs. Charles R. Bishop, was therefore my foster-sister. In speaking of our relationship, I have adopted the term customarily used in the English language, but there was
no such modification recognized in my native land. I knew no other father or mother than my fosterparents, no other sister than Bernice. I used to climb up on the knees of Paki, put my arms around his neck,
kiss him, and he caressed me as a father would his child; while on the contrary, when I met my own parents, it was with perhaps more interest, yet always with the demeanor I would have shown to any strangers
who noticed me. My own father and mother had other children, ten in all, the most of them being
adopted into other chiefs families; and although I knew that these were my own brothers and sisters, yet
we met throughout my younger life as though we had not known our common parentage. This was, and
indeed is, in accordance with Hawaiian customs. It is not easy to explain its origin to those alien to our
national life, but it seems perfectly natural to us. As intelligible a reason as can be given is that this alliance
by adoption cemented the ties of friendship between the chiefs. It spread to the common people, and it
has doubtless fostered a community of interest and harmony.
* an edible plant
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Every work of art is the child of its age and, in many cases, the mother of our emotions. It follows that each
period of culture produces an art of its own which can never be repeated. Efforts to revive the art principles of the past will at best produce an art that is still-born. It is impossible for us to live and feel, as did
the ancient Greeks. In the same way those who strive to follow the Greek methods in sculpture achieve only
a similarity of form, the work remaining soulless for all time. Such imitation is mere aping. Externally the
monkey completely resembles a human being; he will sit holding a book in front of his nose and turn over
the pages with a thoughtful aspect, but his actions have for him no real meaning.
There is, however, in art another kind of external similarity, which is founded on a fundamental truth.
When there is a similarity of inner tendency in the whole moral and spiritual atmosphere, a similarity of
ideals, at first closely pursued but later lost to sight, a similarity in the inner feeling of any one period to
that of another, the logical result will be a revival of the external forms that served to express those inner
feelings in an earlier age. An example of this today is our sympathy, our spiritual relationship, with the Primitives. Like ourselves, these artists sought to express in their work only internal truths, renouncing in consequence all consideration of external form.
This all-important spark of inner life today is at present only a spark. Our minds, which are even now
only just awakening after years of materialism, are infected with the despair of unbelief, of lack of purpose
and ideal. The nightmare of materialism, which has turned the life of the universe into an evil, useless game,
is not yet past; it holds the awakening soul still in its grip. Only a feeble light glimmers like a tiny star in a
vast gulf of darkness. This feeble light is but a presentiment, and the soul, when it sees it, trembles in doubt
whether the light is not a dream, and the gulf of darkness reality. This doubt, and the still harsh tyranny
of the materialistic philosophy, divide our soul sharply from that of the Primitives. Our soul rings cracked
when we seek to play upon it, as does a costly vase, long buried in the earth, which is found to have a flaw
when it is dug up once more. For this reason, the Primitive phase, through which we are now passing, with
its temporary similarity of form, can only be of short duration.
These two possible resemblances between the art forms of today and those of the past will be at once
recognized as diametrically opposed to one another. The first, being purely external, has no future. The
second, being internal, contains the seed of the future within itself. After the period of materialist effort,
which held the soul in check until it was shaken off as evil, the soul is emerging, purged by trials and sufferings. Shapeless emotions such as fear, joy, grief, etc., which belonged to this time of effort, will no longer
greatly attract the artist. He will endeavor to awake subtler emotions, as yet unnamed. Living himself a complicated and comparatively subtle life, his work will give to those observers capable of feeling them lofty
emotions beyond the reach of words.
The observer of today, however, is seldom capable of feeling such emotions. He seeks in a work of
art a mere imitation of nature which can serve some definite purpose (for example a portrait in the ordinary sense) or a presentment of nature according to a certain convention (impressionist painting), or
some inner feeling expressed in terms of natural form (as we saya picture with Stimmung*). All those
* feeling
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varieties of picture, when they are really art, fulfill their purpose and feed the spirit. Though this applies
to the first case, it applies more strongly to the third, where the spectator does feel a corresponding thrill
in himself. Such harmony or even contrast of emotion cannot be superficial or worthless; indeed the Stimmung of a picture can deepen and purify that of the spectator. Such works of art at least preserve the soul
from coarseness; they key it up, so to speak, to a certain height, as a tuning-key the strings of a musical
instrument. But purification, and extension in duration and size of this sympathy of soul, remain one-sided,
and the possibilities of the influence of art are not exerted to their utmost.
30. In paragraph 3, the author believe that the Primitive phase will be short-lived because
a. the human soul is cracked like a vase
b. the spark of inner life is only a spark
c. darkness is the true reality
d. doubt and materialism prevail
e. society is not prepared for it
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The voyage of the Beagle has been by far the most important event in my life, and has determined my
whole career; yet it depended on so small a circumstance as my uncle offering to drive me thirty miles to
Shrewsbury, which few uncles would have done, and on such a trifle as the shape of my nose. I have always
felt that I owe to the voyage the first real training or education of my mind; I was led to attend closely to
several branches of natural history, and thus my powers of observation were improved, though they were
always fairly developed.
The investigation of the geology of all the places visited was far more important, as reasoning here
comes into play. On first examining a new district nothing can appear more hopeless than the chaos of rocks;
but by recording the stratification and nature of the rocks and fossils at many points, always reasoning and
predicting what will be found elsewhere, light soon begins to dawn on the district, and the structure of the
whole becomes more or less intelligible. I had brought with me the first volume of Lyells Principles of Geology, which I studied attentively; and the book was of the highest service to me in many ways. The very first
place which I examined, namely St. Jago in the Cape de Verde islands, showed me clearly the wonderful
superiority of Lyells manner of treating geology, compared with that of any other author, whose works I
had with me or ever afterwards read. Another of my occupations was collecting animals of all classes, briefly
describing and roughly dissecting many of the marine ones; but from not being able to draw, and from
not having sufficient anatomical knowledge, a great pile of manuscripts which I made during the voyage
has proved almost useless. I thus lost much time, with the exception of that spent in acquiring some knowledge of the Crustaceans, as this was of service when in after years I undertook a monograph of the
Cirripedia.
During some part of the day I wrote my journal, and took much pains in describing carefully and
vividly all that I had seen; and this was good practice. My journal served also, in part, as letters to my home,
and portions were sent to England whenever there was an opportunity.
The above various special studies were, however, of no importance compared with the habit of energetic industry and of concentrated attention to whatever I was engaged in, which I then acquired. Everything about which I thought or read was made to bear directly on what I had seen or was likely to see; and
this habit of mind was continued during the five years of the voyage. I feel sure that it was this training which
has enabled me to do whatever I have done in science.
Looking backwards, I can now perceive how my love for science gradually preponderated over every
other taste.
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39. c. The author says he took much pains in describing carefully and vividly, and that this was good
practice (lines 2122).
40. d. Although they do mention special studies,
lines 2425 do not say that geology was not as
interesting as the author had hoped (choice a),
or that the study of Crustaceans was tedious
(choice b). Although Darwin does say that the
studies themselves were not as important as
the skills he acquired, he does not imply that
his studies on the Beagle turned out to be
unimportant (choice c)on the contrary.
Again, although Darwin does indeed state that
the studies were secondary to the skills he
acquired, he does not say that acquiring these
skills was the best part of his trip, making
choice e incorrect.
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Part 3: Paragraph-Length
Critical Reading
Out with the old and in with the new: New paragraphlength critical reading questions have replaced the old
analogies on the SAT. And thats good news for you,
because these paragraph-length critical reading passages are essentially the same as those in the reading
comprehension section, only much shorter and easier
to manage.
The SAT has about eight paragraph-length critical reading questions. The questions should be divided
more or less equally among the three Critical Reading
sections. You can expect the passages for paragraphlength critical reading questions to be just thatone
paragraph. Most passages will be 100350 words long
followed by two to five questionsa sharp contrast to
the half-dozen or more questions that follow the
400850-word reading comprehension passages.
While the paragraph-length critical reading
passages and questions are very similar to their long
passage counterparts, there are a few important differences to keep in mind and some specific strategies you can use to answer these questions more
effectively.
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2.
3.
4.
5.
Active Reading for
Short Passages
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The passages below are followed by several questions about their content. Read each passage carefully and answer
the questions based on what is stated or implied in the text. Use the answer sheet below to record your answers.
ANSWER SHEET
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
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a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
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e
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Although all art is inherently publiccreated in order to convey an idea or emotion to otherspublic
art, as opposed to art that is sequestered in museums and galleries, is art specifically designed for a public arena where the art will be encountered by people in their normal day-to-day activities. Public art can
be purely ornamental or highly functional; it can be as subtle as a decorative door knob or as conspicuous as the Chicago Picasso. The more obvious forms of public art include monuments, sculptures, fountains, murals, and gardens. But public art also takes the form of ornamental benches or street lights,
decorative manhole covers, and mosaics on trash bins. Many city dwellers would be surprised to discover
just how much public art is really around them and how much impact public art has on their day-to-day
lives.
1. According to the passage, public art is differentiated from private art mainly by
a. the kind of ideas or emotions it aims to convey to its audience
b. its accessibility
c. its perceived value
d. its importance to the city
e. the recognition that artists receive for their
work
2. The use of the word sequestered in line 2 suggests
that the author feels
a. private art is better than public art
b. private art is too isolated from the public
c. the admission fees for public art arenas prevent many people from experiencing the art
d. private art is more difficult to understand than
public art
e. private art is often controversial in nature
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Asbestos is generally made up of fiber bundles that can be broken up into long, thin fibers. We now know
from various studies that when this friable substance is released into the air and inhaled into the lungs over
a period of time, it can lead to a higher risk of lung cancer and a condition known as asbestosis. Asbestosis, a thickening and scarring of the lung tissue, usually occurs when a person is exposed to high asbestos
levels over an extended period of time. Unfortunately, the symptoms do not usually appear until about
twenty years after initial exposure, making it difficult to reverse or prevent. In addition, smoking while
exposed to asbestos fibers could further increase the risk of developing lung cancer. When it comes to
asbestos exposure in the home, school, and workplace, there is no safe level; any exposure is considered
harmful and dangerous. Prior to the 1970s, asbestos use was ubiquitousmany commercial building and
home insulation products contained asbestos. In the home in particular, there are many places where
asbestos hazards might be present. Building materials that may contain asbestos include fireproofing material (sprayed on beams), insulation material (on pipes and oil and coal furnaces), acoustical or soundproofing material (sprayed onto ceilings and walls), and miscellaneous materials such as asphalt, vinyl, and
cement used to make products like roofing felts, shingles, siding, wallboard, and floor tiles.
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Questions 910 are based on the following passage about the blues.
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The bluesa neologism attributed to the American writer Washington Irving (author of The Legend of
Sleepy Hollow) in 1807evolved from African American folk music. Its beginnings can be traced to
songs sung in the fields and around slave quarters on southern plantations, songs of pain and suffering,
of injustice, of longing for a better life. A fundamental principle of the blues, however, is that the music
be cathartic. Listening to the blues will drive the blues away; it is music that has the power to overcome
sadness. Thus, the blues is something of a misnomer, for the music is moving but not melancholy; it is,
in fact, music born of hope, not despair.
Line
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Burgers, fries, pizza, raw fish. Raw fish? Fast food in America is changing. Sushi, the thousand-year-old
Japanese delicacy, was once thought of in this country as unpalatable and too exotic. But tastes have
changed, for a number of reasons. Beginning in the 1970s, Americans became increasingly more aware of
diet and health issues and began rejecting their traditional red-meat diets in favor of healthier, lower-fat
choices such as fish, poultry, whole grains, rice, and vegetables. The way food was prepared began to change,
too; rather than frying food, people started opting for broiled, steamed, and raw versions. Sushi, a combination of rice and fish, fit the bill.
Sushi started small in the United States, in a handful of restaurants in big cities. But it quickly caught
on. Today, sushi consumption in American restaurants is 40% greater than it was in the late 1990s, according to the National Restaurant Association. The concession stands at almost every major league stadium
sell sushi, and many colleges and universities offer it in their dining halls. But were not just eating it out.
The National Sushi Association reports that there are over 5,000 sushi bars in supermarkets, and that number is growing monthly. This incredible growth in availability and consumption points to the fact that
Americans have decided that sushi isnt just good for themits also truly delicious.
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Questions 1517 are based on the following passage about the Supreme Courts power of judicial review.
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It is emphatically the province and duty of the judicial department to say what the law is, stated Chief
Justice John Marshall in a unanimous opinion in the 1803 Supreme Court case of Marbury v. Madison. This
landmark case established the doctrine of judicial review, which gives the court the authority to declare
executive actions and laws invalid if they conflict with the U.S. Constitution. The courts ruling on the constitutionality of a law is nearly finalit can only be overcome by a constitutional amendment or by a new
ruling of the court. Through the power of judicial review, the court shapes the development of law,
assures individual rights, and maintains the Constitution as a living document by applying its broad provisions to complex new situations.
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16. The image of the Constitution as a living document (line 7) implies that
a. the supreme law of the land cannot be altered
in any way
b. it can only be amended through a difficult
process
c. its principles need to be adapted to contemporary life
d. the original document is fragile and needs to
be preserved in the Library of Congress so that
it will not deteriorate
e. its principles are kept alive only by the
Supreme Court
Questions 1822 are based on the following excerpt from Frank McCourts 1996 memoir Angelas Ashes, in which the
author describes what it was like to go to school as a young boy.
Line
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(10)
We go to school through lanes and back streets so that we wont meet the respectable boys who go to the
Christian Brothers School or the rich ones who go to the Jesuit school, Crescent College. The Christian
Brothers boys wear tweed jackets, warm woolen sweaters, shirts, ties, and shiny new boots. We know theyre
the ones who will get jobs in the civil service and help the people who run the world. The Crescent College boys wear blazers and school scarves tossed around their necks and over their shoulders to show theyre
cock o the walk. They have long hair which falls across their foreheads and over their eyes so that they can
toss their quaffs like Englishmen. We know theyre the ones who will go to university, take over the family business, run the government, run the world. Well be the messenger boys on bicycles who deliver their
groceries or well go to England to work on the building sites. Our sisters will mind their children and scrub
their floors unless they go off to England, too. We know that. Were ashamed of the way we look and if boys
from the rich schools pass remarks well get into a fight and wind up with bloody noses or torn clothes.
Our masters will have no patience with us and our fights because their sons go to the rich schools and, Ye
have no right to raise your hands to a better class of people so ye dont.
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Questions 2326 are based on the following passage, adapted from My Body the Billboard by Jen Johnston.
Line
(5)
(10)
Traditional body signage seems largely to have disappeared. Well, many of the old symbols and names are
still around, of course, but they are part of the commercial range of options. Seeing someone in a Harvard
or Oxford sweatshirt or a kilt or a military tie now communicates nothing at all significant about that persons life other than the personal choice of a particular consumer. Religious signs are still evocative, to be
sure, but are far less common than they used to be. Why should this be? I suspect one reason may be that
we have lost a sense of significant connection to the various things indicated by such signs. Proclaiming
our high school or university or our athletic team or our community has a much lower priority nowadays,
in part because we live such rapidly changing lives in a society marked by constant motion that the stability essential to confer significance on such signs has largely gone. But we still must attach ourselves to
something. Lacking the conviction that the traditional things matter, we turn to the last resort of the modern world: the market. Here there is a vast array of options, all equally meaningless in terms of traditional
values, all equally important in identifying the one thing left to us for declaring our identity publicly: our
fashion sense and disposable income.
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Questions 2729 are based on the following passage about the physical activity of American adolescents.
Line
(5)
(10)
According to the U.S. Center for Disease Control (CDC), a vast number of American teens are not vigorously active on a regular basis, contributing to a trend of sluggishness among Americans of all ages. In February of 2004, the American Academy of Family Physicians reported that physical activity among American
adolescents continues to decline substantially with each year. This is particularly true among adolescent
girls, 48% of whom report low levels of physical activity by the time they are in the 12th grade. Unfortunately, the sedentary habits of young couch potatoes often continue into adulthood. Presently, less than
one-third of Americans meet the federal recommendations to engage in at least 30 minutes of moderate
physical activity at least five days a week. Inactivity can be a serious health risk factor; setting the stage for
obesity and associated chronic illnesses like heart disease or diabetes. The benefits of exercise include building bone and muscle; maintaining healthy joints; controlling weight; and preventing the development of
high blood pressure.
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Questions 3034 are based on the following passage about affirmative action.
Line
(5)
(10)
(15)
(20)
The United Sates is the only industrialized nation in the world that does not provide healthcare to all of
its citizens. Instead, healthcare for those under 65 is managed by a complex web of insurance companies,
representing mostly for-profit business. This results in exorbitant healthcare premiums, leaving approximately 45 million citizens uninsured and unable to receive regular healthcare. And this is not limited to
those who are unemployed. Many businesses cant afford to provide their employees with health insurance,
leaving not just the poor, but also the working middle-class to fend for themselves. The best solution to
this crisis is to move toward a single-payer system. Simply put, this would entail financing healthcare
through a single source, most likely the federal government. Everyone would be covered under this system, regardless of age, preexisting conditions, or employment status. Although income and sales taxes would
be progressively increased to fund universal healthcare, the benefits far outweigh the drawbacks. For
instance, this public system would be more inexpensive to run than the current system. Administrative costs
would be centralized and therefore greatly reduced. Money would no longer be spent frivolously as it is
now in the for-profit sector. Currently, insurance companies spend millions on advertisements, market
analysis, utilization review, patient tracking, and CEO salaries. All of that money could be used instead for
what it should be, the provision of medical services. In Canada, for instance, which acknowledges that
healthcare is a right of every citizen and implements the single-payer system, spends only 8% on administration, whereas the United States spends approximately 24% for the same purpose. Also, the single-payer
system puts healthcare back in the hands of the physicians. They will be able to make decisions based on
what is best for their patients, not on what insurance companies deem allowable. Furthermore, universal
healthcare will increase the mortality of U.S. citizens by 25%. Studies suggest that in countries where healthcare is universal, citizens visit their primary care physicians more frequently, and as a result, stay healthier by taking preventative measures.
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Questions 3536 are based on the following passage about geometrys Divine Proportion.
Line
(5)
(10)
PHI, the Divine Proportion of 1.618, is the ratio of any two sequential numbers in the Fibonacci sequence.
If you take the numbers 0 and 1, then create each subsequent number in the sequence by adding the previous two numbers, you get the Fibonacci sequence. For example, 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144.
If you sum the squares of any series of Fibonacci numbers, they will equal the last Fibonacci number used
in the series times the next Fibonacci number. This property results in the Fibonacci spiral seen in everything from seashells to galaxies, and is written mathematically as: 12 + 12 + 22 + 32 + 52 = 5 8. Plants
illustrate the Fibonacci series in the numbers of leaves, the arrangement of leaves around the stem, and in
the positioning of leaves, sections, and seeds. A sunflower seed illustrates this principal as the number of
clockwise spirals is 55 and the number of counterclockwise spirals is 89; 89 divided by 55 = 1.618, the Divine
Proportion. Pinecones and pineapples illustrate similar spirals of successive Fibonacci numbers.
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36. The passage relies primarily on which of the following techniques to explain PHI?
a. explanation of terms
b. comparison of different arguments
c. contrast of opposing views
d. generalized statement
e. illustration by example
Questions 3740 are based on the following passage about the design of New York Citys Central Park.
Line
(5)
Although it is called Central Park, New York Citys great green space has no centerno formal walkway
down the middle of the park, no central monument or body of water, no single orienting feature. The paths
wind, the landscape constantly shifts and changes, the sections spill into one another in a seemingly random manner. But this decentering was precisely the intent of the parks innovative design. Made to look
as natural as possible, Frederick Law Olmsteds 1858 plan for Central Park had as its main goal the creation of a democratic playgrounda place with many centers to reflect the multiplicity of its uses and users.
Olmsted designed the park to allow interaction among the various members of society, without giving preference to one group or class. Thus, Olmsteds ideal of a commonplace civilization could be realized.
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Paragraph-Length Critical
Reading Answers
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7.
8.
9.
10.
11.
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31. b.
32. c.
33. e.
34. c.
35. c.
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Now youve tried your hand at some practice questions in each of the three kinds of critical reading
questions. Youve read strategies and started to absorb
them. Youve already learned some new vocabulary.
Go back and assess your performance on each
of the three sections. Why did you miss the questions
you missed? Are there strategies that would help you
if you practiced them? Were there many words you
didnt know?
Whatever your weaknesses are, its much better
to learn about them now and spend the time between
now and the SAT turning them into strengths than it
is to pretend they dont exist. It can be hard to focus on
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C H A P T E R
4
The SAT
Math Section
The SAT Math section has two 25-minute sections and one 20-minute section, for a total of 70 minutes. There
are two types of math questions: five-choice and grid-in. Since the beginning of March 2005, the exam no longer
includes quantitative-comparison questions, and covers a wider range of topics, including algebra II.
The five-choice math questions, as the name implies, are questions for which you are given five answer
choices. Five-choice questions test your mathematical reasoning skills. Questions are drawn from the areas of arithmetic, geometry, algebra and functions, statistics and data analysis, and probability. As in the other sections of
the SAT, the problems will be easier at the beginning and will get increasingly difficult as you progress. More than
80% of the questions in the Math section are five-choice questions.
Grid-in questions are also referred to as student-produced responses. There are only about ten of these questions, and they are the only questions on the whole exam for which the answers are not provided. You will be asked
to solve a variety of math problems and then fill in the correct numbered ovals on your answer sheet. As with the
multiple-choice questions, the key to success with these problems is to think through them logically, and thats
easier than it may seem to you right now.
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To start things off, you will be given a pretest. This test will
help you figure out what skills you have mastered and
what skills you need to improve. After you check your
answers, read through the skills sections and concentrate on the topics that gave you trouble on the pretest.
After the skills sections, you will find an overview
of both question types on the Math section: five-choice
and grid-ins. These overviews will give you strategies for
each question type as well as practice problems. Make
sure to look over the explanations as well as the answers
when you check your practice problems. Finally, make
sure you look up any unfamiliar words in the math
glossary on page 255. Learning the language of math is
very important to your success on the SAT.
Good luck!
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ANSWER SHEET
1.
2.
3.
4.
5.
a
a
a
a
a
b
b
b
b
b
c
c
c
c
c
16.
d
d
d
d
d
e
e
e
e
e
6.
7.
8.
9.
10.
17.
a
a
a
a
a
b
b
b
b
b
c
c
c
c
c
d
d
d
d
d
18.
e
e
e
e
e
11.
12.
13.
14.
15.
a
a
a
a
a
19.
b
b
b
b
b
c
c
c
c
c
d
d
d
d
d
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
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REFERENCE SHEET
60
45
2s
2x
h
30
45
3x
A = 12 bh
r
h
w
l
V = lwh
A = r2
C = 2r
A = lw
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V = r2h
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Math Pretest
All numbers in the problems are real numbers.
You may use a calculator.
Figures that accompany questions are intended to provide information useful in answering the questions.
Unless otherwise indicated, all figures lie in a plane. Unless a note states that a figure is drawn to scale, you
should NOT solve these problems by estimating or by measurement, but by using your knowledge of
mathematics.
Five-Choice Questions
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4. If (x + 7)(x 3) = 0, then x =
a. 7 or 3
b. 7 or 3
c. 7 or 3
d. 7 or 3
e. 4 or 3
5. Which of the following expressions represents
the phrase 3 less than 2 times x?
a. 3 2x
b. 2 3x
c. 3x 2
d. 2x 3
e. 2(3 x)
6. A recipe for 4 servings requires salt and pepper to
be added in the ratio of 2:3. If the recipe is
adjusted to make 8 servings, what is the ratio of
the salt and pepper that must now be added?
a. 4:3
b. 2:6
c. 2:3
d. 3:2
e. 8:4
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12. Alex wore a blindfold and shot an arrow at the target shown below. Judging by the noise made on
impact, he can tell that he hit the target. What is
the probability that he hit the shaded region
shown?
8
2
a. 1 out of 4
b. 1 out of 8
c. 1 out of 16
d. 1 out of 32
e. 1 out of 64
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30
12.5
a. 12.53
12.53
b.
3
c. 25
d. 253
e.
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3
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Grid-in Questions
For the next 15 questions, solve the problem and enter your solution into the grid by marking the ovals, as shown below.
4
Answer: 3
4
Answer: 1.47
3
4
5
The answer sheets are scored by a machine, so regardless of what else is written on the answer sheet, you
will only receive credit if you have filled in the ovals correctly.
Be sure to mark only one oval in each column.
You may find it helpful to write your answer in the boxes on top of the columns.
If you find that a problem has more than one correct answer, grid only one answer.
None of the grid-in questions will have a negative number as a solution.
1
4
11
Mixed numbers like 13 must be entered as 1.3333 . . . or 3. (If the response is gridded as 3, it will be read
11
1
as 3, not 13.)
If your answer is a decimal, use the most accurate value that can be entered into the grid. For example, if
your solution is 0.333 . . . , your gridded answer should be .333. A less precise answer, like .3 or .33, will be
scored as an incorrect response.
1
1
2
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[ ][ ] [ ]
58
41
18
qr
21 = st
[ ][ ] [
a1 a2
b b
a b + a2b3 a1b2 + a2b4
1 2 = 1 1
a3 a4
b3 b4
a3b1 + a4b3 a3b2 + a4b4
B
16
A
C
5
4
3
2
1
7 6 5 4 3 2 1
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1
2
3
y
1 2 3 4 5 6 7
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15. c. Recall that cos =
Hypotenuse . Using the
1
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B
16
A
C
20
5
4
3
2
1
7 6 5 4 3 2 1
1
2
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3
y
1 2 3 4 5 6 7
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Arithmetic Review
Symbols of Multiplication
Numbers
Comparison Symbols
The following table will illustrate the different comparison symbols on the SAT.
Like Terms
=
is equal to
5=5
is not equal to
43
>
is greater than
5>3
x5
(x can be 5
or any number > 5)
<
is less than
4<6
x3
( x can be 3
or any number < 3)
A variable is a letter that represents an unknown number. Variables are frequently used in equations, formulas, and mathematical rules to help you understand
how numbers behave.
When a number is placed next to a variable, indicating multiplication, the number is said to be the
coefficient of the variable.
Example:
8c
6ab
If two or more terms have exactly the same variable(s), they are said to be like terms.
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Example:
7x + 3x = 10x The process of grouping like
terms together performing
mathematical operations is
called combining like terms.
Example:
5(a + b) = 5a + 5b This can be proven
by doing the math:
5(1 + 2) = (5 1) + (5 2)
5(3) = 5 + 10
15 = 15
Order of Operations
There is an order for doing every mathematical operation. That order is illustrated by the following
acronym: Please Excuse My Dear Aunt Sally. Here is
what it means mathematically:
P: Parentheses. Perform all operations within
parentheses first.
E: Exponents. Evaluate exponents.
M/D: Multiply/Divide. Work from left to right
in your division.
A/S: Add/Subtract. Work from left to right in
your subtraction.
Laws of Arithmetic
Example:
20
Examples:
2 (3 4) = (2 3) 4
20
5 + [
(3 2)2 ] = 5 + [ (1)2 ]
20
= 5 + 1
= 5 + 20
= 25
5a = a5
Associative Property. This law states that parentheses can be moved to group numbers differently
when adding or multiplying.
Exponents
An exponent tells you how many times the number,
called the base, is a factor in the product.
2(ab) = (2a)b
Example:
25-exponent = 2 2 2 2 2 = 32
base
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Sometimes, you will see an exponent with a variable: bn. The b represents a number that will be a factor to itself n times.
Example:
bn where b = 5 and n = 3 Dont let the variables
fool you. Most
expressions are very
easy once you substitute in numbers.
n
3
b = 5 = 5 5 5 = 125
Laws of Exponents
Any base to the zero power is always 1.
Examples:
700 = 1
29,8740 = 1
50 = 1
When multiplying identical bases, you add the
exponents.
Examples:
a2 a3 a5 = a10
22 24 26 = 212
When dividing identical bases, you subtract the
exponents.
Examples:
25
a7
3 = 22
4 = a3
a
2
b
a b = a
5 3
= 15
The quotient of the square roots of two numbers
is the square root of the quotient.
Example:
a
a (b 0)
=
b
b
15
15
=
5
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Integer Exponents
When dealing with negative exponents, remember that
1
an = an .
Examples:
1
1
42 = 42 = 16
1
1
1
23 = 23 = 8 = 8
Examples:
1
2
251
25 2 =
1
3 1
8 3 =
8
1
2
2
16 =
161
Divisibility and Factors
8
3
38
and
and
and
Dividing by Zero
Rational Exponents
Recall that rational numbers are all numbers that can
be written as fractions (32), terminating decimals (.75),
and repeating decimals (.666 . . . ). Keeping this in
mind, its no surprise that numbers raised to rational
exponents are just numbers raised to a fractional
power.
1
What is the value of 42?
1
42 can be rewritten as 4, so it is equal to 2.
Any time you see a number with a fractional
exponent, the numerator of that exponent is the power
you raise the number to, and the denominator is the
root you take.
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a3=0
a3
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The common factor of two numbers are the factors that both numbers have in common.
Example:
The factors of 24 = 1, 2, 3, 4, 6, 8, 12, and 24.
The factors of 18 = 1, 2, 3, 6, 9, and 18.
Examples:
2, 3, 5, 7, 11, 13, 17, 19, 23, . . .
A composite number is a number that has more
than two factors.
Examples:
4, 6, 8, 9, 10, 12, 14, 15, 16, . . .
The number 1 is neither prime nor composite.
Prime Factorization
The SAT will ask you to combine several skills at once.
One example of this, called prime factorization, is a
process of breaking down factors into prime numbers.
Examples:
18 = 9 2
7 6 5 4 3 2 1
Less Than
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Absolute Value
8 + 11 =
1. Subtract the absolute values of the numbers:
11 8 = 3
2. The sign of the larger number (11) was originally
negative, so the answer is 3.
2 4 2 2
Subtracting
When subtracting integers, change all subtraction to
addition and change the sign of the number being subtracted to its opposite. Then follow the rules for addition.
Examples:
(+10) (+12) = (+10) + (12) = 2
(5) (7) = (5) + (+7) = +2
(+) (+) = +
(+) () =
() () = +
Decimals
Adding
Adding the same sign results in a sum of the same sign:
(+) + (+) = +
and
() + () =
T
H
O
U
S
A
N
D
S
H
U
N
D
R
E
D
S
T
E
N
S
O
N
E
S
D
E
C
I
M
A
L
T
E
N
T
H
S
H
U
N
D
R
E
D
T
H
S
T
H
O
U
S
A
N
D
T
H
S
T
E
N
POINT
T
H
O
U
S
A
N
D
T
H
S
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Comparing Decimals
Comparing decimals is actually quite simple. Just line
up the decimal points and fill in any zeroes needed to
have an equal number of digits.
Example:
Compare .5 and .005.
Line up decimal points
and add zeroes.
1
3
= = 3
3
1
x = x
4
5
=
5
4
5 = 5
.500
.005
Fractions
a
a+c
c
+ =
b
b
b
a
a
d
ad
c
= =
b
b
c
bc
d
a
ad + bc
c
+ =
b
bd
d
Multiplying Fractions
Multiplying fractions is one of the easiest operations to
perform. To multiply fractions, simply multiply the
numerators and the denominators, writing each in the
respective place over or under the fraction bar.
=
and
8 8
8
To add or subtract fractions with unlike denominators, you must find the least common
denominator, or LCD.
Sets
Example:
4
6
24
=
5
7
35
Dividing Fractions
Dividing fractions is the same thing as multiplying
fractions by their reciprocal. To find the reciprocal of
any number, switch its numerator and denominator.
For example, the reciprocals of the following
numbers are:
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{2, 4, 6, 8, . . . }
The positive odd integers are:
{1, 3, 5, 7, . . . }
If we were to combine the set of positive even
numbers with the set of positive odd numbers, we
would have the union of the sets:
{1, 2, 3, 4, 5, . . . }
Example:
For the number set 1, 2, 5, 3, 4, 2, 3, 6, 3, 7, the
number 3 is the mode because it occurs the
most number of times.
Percent
number set
Average =
quantity of set
Example:
Find the average of 9, 4, 7, 6, and 4.
9+4+7+6+4
30
= = 6
5
5
Example:
Find the median of the number set: 1, 5, 3, 7, 2.
First, arrange the set in ascending order: 1, 2, 3,
5, 7, and then, choose the middle value: 3. The
answer is 3.
If the set contains an even number of elements,
simply average the two middle values.
Example:
Find the median of the number set: 1, 5, 3, 7, 2, 8.
First, arrange the set in ascending order: 1, 2, 3, 5,
7, 8, and then, choose the middle values 3 and 5.
3+5
Find the average of the numbers 3 and 5:
2
= 4. The answer is 4.
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16
75
82
41
64% =
100 = 25 75% = 100 = 4 82% = 100 = 50
Keep in mind that any percentage that is 100 or
greater will need to reflect a whole number or
mixed number when converted.
Examples:
1
125% = 1.25 or 14
1
350% = 3.5 or 32
25%
40%
PERCENTAGE
1
2
.5
50%
1
4
.25
25%
1
3
.333 . . .
%
33.3
2
3
.666 . . .
%
66.6
1
10
.1
10%
1
8
.125
12.5%
1
6
.1666 . . .
%
16.6
1
5
.2
20%
Bar Graphs
Bar graphs compare similar things with bars of different length representing different values. On the SAT,
these graphs frequently contain differently shaded bars
used to represent different elements. Therefore, it is
important to pay attention to both the size and shading of the graph.
Comparison of Road Work Funds
of New York and California
FRACTION
35%
118
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19901995
90
80
70
60
50
KEY
40
New York
30
California
20
10
0
1991
1992
1993
Year
1994
1995
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rea
se
Inc
se
rea
Matrices
[ ]
a1 a2
a3 a4
se
Inc
ase
cre
De
a
re
ec
D
Unit of Measure
Broken-Line Graphs
Broken-line graphs illustrate a measurable change
over time. If a line is slanted up, it represents an increase
whereas a line sloping down represents a decrease. A flat
line indicates no change as time elapses.
No Change
Addition
Add the given entries as shown below:
Change in Time
Scatterplots
Scatterplots illustrate the relationship between two
quantitative variables. Typically, the values of the independent variables are the x-coordinates, and the values
of the dependent variables are the y-coordinates. When
presented with a scatterplot, look for a trend. Is there a
line that the points seem to cluster around? For example:
[ ] [ ] [
a1 a2
b b
a + b1 a2 + b2
+ 1 2 = 1
a3 a4
b3 b4
a3 + b3 a4 + b4
Subtraction
Subtract the given entries as shown below:
[ ][ ] [
a1 a2
b b
a b a b
1 2 = 1 1 2 2
a3 a4
b3 b4
a3 b3 a4 b4
HS GPA
Scalar Multiplication
Multiply every entry by the given constant (shown
below as k):
k
College GPA
[ ] [ ]
a1 a2
ka1 ka2
=
a3 a4
ka3 ka4
Multiplication of Matrices
Multiply the given entries as shown below:
HS GPA
College GPA
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[ ][ ] [
a1 a2
b b
a b + a2b3 a1b2 + a2b4
1 2 = 1 1
a3 a4
b3 b4
a3b1 + a3b3 a3b2 + a4 b4
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Algebra Review
Equations
Checking Equations
To check an equation, substitute the number equal to
the variable in the original equation.
Example:
To check the equation above, substitute the
number 10 for the variable x.
Example:
10
10
20
x
x + 10
10 + 10
=
=
12
12 = 6 = 12
6
6
2
13 = 13
2x = 12 4y
2x
12 4y
=
2
2
x = 6 2y
10
10
=
6
6
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Polynomials
(16)(x4) (y5)
16x4y5
24x3y2 = (24) (x3) (y2)
2xy
=
3
To multiply a polynomial by a monomial, multiply each term of the polynomial by the monomial
and add the products.
Example:
6x(10x 5y + 7 )
Change subtraction 6x(10x + 5y + 7)
to addition:
Multiply:
(6x)(10x) + (6x)(5y) +
(6x)(7)
60x2 + 30xy + 42x
3y3 + 5y + 10 + y3 + 10y + 9
Combine like terms.
FOIL
The FOIL method is used when multiplying binomials. FOIL stands for the order used to multiply the
terms: First, Outer, Inner, and Last. To multiply binomials, you multiply according to the FOIL order and
then add the products.
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Example:
(3x + 1)(7x + 10)
3x and 7x are the first pair of terms,
3x and 10 are the outermost pair of terms,
1 and 7x are the innermost pair of terms, and
1 and 10 are the last pair of terms.
Therefore, (3x)(7x) + (3x)(10) + (1)(7x) +
(1)(10) = 21x2 + 30x + 7x + 10.
After we combine like terms, we are left with
the answer: 21x2 + 37x + 10.
Factoring
Factoring is the reverse of multiplication:
2(x + y) = 2x + 2y
2x + 2y = 2(x + y)
Multiplication
Factoring
x(a b)
c+d
=
ab
ab
OF
FACTORING
R EMOVING
c+d
x=
ab
Quadratic Trinomials
C OMMON FACTOR
If a polynomial contains terms that have common factors, the polynomial can be factored by using the
reverse of the distributive law.
Example:
In the binomial 49x3 + 21x, 7x is the greatest
common factor of both terms.
Therefore, you can divide 49x3 + 21x by 7x to
get the other factor.
49x3 + 21x
49x3
21x
= + = 7x2 + 3
7x
7x
7x
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Algebraic Fractions
Reciprocal Rules
There are special rules for the sum and difference of
reciprocals. Memorizing this formula might make you
more efficient when taking the SAT.
1
x+y
yx
Quadratic Equations
or
x = +3
Zero-Product Rule
The zero-product rule states that if the product of two or
more numbers is 0, then at least one of the numbers is 0.
5
4
3
2
1
7 6 5 4 3 2 1
1
2
3
y
Example:
(x + 5)(x 3) = 0
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5
4
3
2
1
7 6 5 4 3 2 1
Rational Equations
and Inequalities
(x + 5)(x + 3)(x 4)
(x + 5)(x 4)
2
3
x + 3 = 10
= 10
Thus, x = 7.
Radical Equations
Some algebraic equations on the SAT will include the
square root of the unknown. The first step is to isolate
the radical. When you have accomplished this, you can
then square both sides of the equation to solve for the
unknown.
Example:
4b + 11 = 27
1 2 3 4 5 6 7
2
3
y
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Sequences Involving
Exponential Growth
Substitution
Substitution involves solving for one variable in terms
of another and then substituting that expression into
the second equation.
Example:
2p + q = 11 and p + 2q = 13
1. First, choose an equation and rewrite it, isolating
one variable in terms of the other. It does not
matter which variable you choose.
2p + q = 11 becomes q = 11 2p
2. Second, substitute 11 2p for q in the other
equation and solve:
p + 2(11 2p) = 13
p + 22 4p = 13
22 3p = 13
22 = 13 + 3p
9 = 3p
p=3
3. Now substitute this answer into either original
equation for p to find q.
2p + q = 11
2(3) + q = 11
6 + q = 11
q=5
4. Thus, p = 3 and q = 5.
Linear Combination
Linear combination involves writing one equation over
another and then adding or subtracting the like terms
so that one letter is eliminated.
Example:
x 9 = 2y and x + 3 = 5y
So, if the SAT asks you for the thirtieth term, you
know that term 30 = 2 329.
Systems of Equations
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3y
6
=
3
3
y = 2 is the answer.
3. Substitute 2 for y in one of the original equations
and solve for x:
x 2y = 9
x 2(2) = 9
x4=9
x4+4=9+4
x = 13
4. The answer to the system of equations is y = 2
and x = 13.
5
4
3
2
1
7 6 5 4 3 2 1
1 2 3 4 5 6 7
2
3
f(x) = 3x 8
becomes
f(5) = 3(5) 8
f(5) = 15 8 = 7
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1
2
3
y
1 2 3 4 5 6 7
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Geometr y Review
To begin this section, it is helpful to become familiar with the vocabulary used in geometry. The list below defines
some of the main geometrical terms. It is followed by an overview of geometrical equations and figures.
arc
part of a circumference
area
bisect
a line segment that goes through a circle, with its endpoint on the circle
congruent
diameter
a chord that goes directly through the center of a circlethe longest line you can draw in a circle
equidistant
hypotenuse
the longest leg of a right triangle, always opposite the right angle
line
.
a straight path that continues infinitely in two directions. The geometric notation for a line is AB
line segment
the part of a line between (and including) two points. The geometric notation for a line segment is
.
PQ
parallel
perimeter
perpendicular
quadrilateral
radius
a line from the center of a circle to a point on the circle (half of the diameter)
ray
a line with an endpoint that continues infinitely in one direction. The geometric notation for a ray
is
AB .
tangent line
a line meeting a smooth curve (such as a circle) at a single point without cutting across the curve.
Note that a line tangent to a circle at point P will always be perpendicular to the radius drawn to
point P.
volume
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Angles
ra
y
Right
Angle
ray
Endpoint or Vertex
Symbol
Naming Angles
There are three ways to name an angle.
Obtuse Angle
1
2
A
Complementary Angles
Two angles are complementary if the sum of their
measures is equal to 90.
Acute
Angle
Complementary
Angles
1 + 2 = 90
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Supplementary Angles
Two angles are supplementary if the sum of their
measures is equal to 180 degrees.
Supplementary
Angles
1
1 + 2 = 180
Adjacent Angles
Adjacent angles have the same vertex, share a side, and
do not overlap.
Adjacent
Angles
m1 = m3 and m2 = m4
m1 = m4 and m3 = m2
m1 + m2 = 180 and m2 + m3 = 180
m3 + m4 = 180 and m1 + m4 = 180
Example:
S
1 + 2 + 3 + 4 = 360
C
35
35
A
According to the figure, A is bisected by ray AC.
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Solve for x:
2x + 10 = 180
10 10
2x
170
=
2
2
x = 85
e
g
(x + 10)
B
b
d + c = 180 and d = b + a
a + b + c = 180
Exterior Angles
Example:
In the figure below, if m || n, what is the value of x?
a
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Example:
1
2
3
4
Acute Triangle
greatest angle
is acute
Right Triangle
greatest angle
is 90
6
70
m1 = m3 + m5
m4 = m2 + m5
m6 = m3 + m2
The sum of the exterior angles of a triangle equals
360.
Acute
60
50
Triangles
Right
Obtuse Triangle
greatest angle
is obtuse
Isosceles
Equilateral
Triangle
Triangle
(two equal sides) (all sides equal)
Obtuse
150
Scalene
Angle-Side Relationships
Knowing the angle-side relationships in isosceles, equilateral, and right triangles is useful knowledge to have
in taking the SAT.
Isosceles
ma = mb
Equilateral
B
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a2 + b 2 = c2
12 + 22 = c2
1 + 4 = c2
5 = c2
5 = c
Equilateral
60
5
Pythagorean Triples
In a Pythagorean triple, the square of the largest number equals the sum of the squares of the other two
numbers.
60
60
5
Example:
As demonstrated above: 12 + 22 = (5)2
1, 2, and 5 are also a Pythagorean triple
because:
12 + 22 = 1 + 4 = 5 and (5)2 = 5.
us
n
te
po
Hy
3:4:5
Pythagorean Theorem
The Pythagorean theorem is an important tool for
working with right triangles. It states:
a2 + b2 = c2, where a and b represent the legs and c
represents the hypotenuse.
and
5:12:13
8:15:17
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30-60-90 Triangles
In a right triangle with the other angles measuring 30
and 60:
45
45
2s
2
30
3
s
Example:
10
60
x
7
x=y=
2
2
10
1 =
102
2
= 52
30
y
x = 2 7 = 14 and y = 73
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Triangle Trigonometry
There are special ratios we can use with right triangles.
They are based on the trigonometric functions called
sine, cosine, and tangent. The popular mnemonic to
use is:
Circles
A circle is a closed figure in which each point of the circle is the same distance from a fixed point called the
center of the circle.
Angles and Arcs of a Circle
Minor Arc
Opposite
Hypotenuse
cos =
Adjacent
Hypotenuse
tan =
Opposite
Adjacent
Central Angle
M ajor Arc
...
To find tan
opposite
hy
po
ten
us
e
opposite
hy
po
ten
us
e
adjacent
adjacent
sin
cos
tan
30
1
2
3
2
3
3
45
2
2
2
2
60
3
2
1
2
3
Length of an Arc
To find the length of an arc, multiply the circumference
of the circle, 2r, where r = the radius of the circle by
x
the fraction
360 , with x being the degree measure of the
arc or central angle of the arc.
Example:
Find the length of the arc if x = 36 and r = 70.
r
o
x
r
x
36
60
L=
360 2()70
L = 10 140
5
1
L = 14
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Area of a Sector
The area of a sector is found in a similar way. To find
the area of a sector, simply multiply the area of a circle
x
()r2 by the fraction
360 , again using x as the degree
measure of the central angle.
Example:
Given x = 60 and r = 8, find the area of the sector.
Angles of a Quadrilateral
A quadrilateral is a four-sided polygon. Since a quadrilateral can be divided by a diagonal into two triangles,
the sum of its angles will equal 180 + 180 = 360.
b
a
r
o
d
x
a + b + c + d = 360
60
2
A=
360 ()8
Interior Angles
To find the sum of the interior angles of any polygon,
use this formula:
1
A = 6 64()
64
A = 6()
32
A = 3()
Example:
Find the sum of the angles in the polygon
below:
b
A
D
c
S = (5 2) 180
S = 3 180
S = 540
Exterior Angles
Similar to the exterior angles of a triangle, the sum of
the exterior angles of any polygon equal 360.
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Similar Polygons
If two polygons are similar, their corresponding angles
are equal and the ratio of the corresponding sides are
in proportion.
Example:
AB = CD
2
120
10
60
60
18
B
|| C
D
and B
C
|| A
D
.
In the figure above, A
A parallelogram has . . .
AB = BC = CD = DA
AB = BC = CD = DA
A = B = C = D
A
120
Diagonals
In all parallelograms, diagonals cut each other into
two equal halves.
AC = DB
BD
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AC
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3. Volume. Volume is a measurement of a threedimensional object such as a cube or a rectangular solid. An easy way to envision volume is to
think about filling an object with water. The volume measures how much water can fit inside.
AC = DB
and
AC DB
4. Surface Area. The surface area of an object measures the area of each of its faces. The total surface
area of a rectangular solid is the double the sum
of the areas of the three faces. For a cube, simply
multiply the surface area of one of its sides by 6.
10
Perimeter = 6 + 7 + 4 + 10 = 27
Circumference
2. Area. Area is the space inside of the lines defining the shape.
= Area
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Formulas
The following are formulas that will be given to you on the SAT, as well as the definitions of variables used.
Remember, you do not have to memorize them.
Rectangle
Circle
Triangle
w
h
l
A = lw
C = 2r
A = r2
b
A = 12 bh
Rectangle
Solid
Cylinder
r
h
h
w
l
V = r2h
C=
A=
r =
l =
V = lwh
Circumference
Area
Radius
Length
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w
h
V
b
=
=
=
=
Width
Height
Volume
Base
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Coordinate Geometry
Sign of
Coordinates
(+,+)
Quadrant
I
(2,3)
(,+)
II
(3,2)
(,)
III
(3,2)
(+,)
IV
T HE Y-C OORDINATE
(7,5) C
Example:
Graph the following points: (2,3), (3,2),
(2,3), and (3,2)
II
(2,3)
(3,2)
III
(2,1)
| 2 7 | = 5 =
AB
| 1 5 | = 4 = BC
(2,3)
(3,2)
2
+ y1)2
d = (x
2 x
1) + (y2
IV
Notice that the graph is broken up into four quadrants with one point plotted in each one. Here is a
Example:
Find the distance between points (2,3) and
(1,2).
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Slope
The slope of a line measures its steepness. It is found by
writing the change in y-coordinates of any two points
on the line, over the change of the corresponding
x-coordinates. (This is also known as rise over run.)
The last step is to simplify the fraction that results.
(2,3)
(1,2)
Example:
Find the slope of a line containing the points
(3,2) and (8,9).
d = (1
2)2
+ (2
3)2
2
d = (1
)
+ 22
+ ()
+ 32
2 +
d = (1)
(5)2
d = 1
+ 25
d = 26
(8,9)
Midpoint
To find the midpoint of a segment, use the following
formula:
(3,2)
x1 + x2
Midpoint x =
2
y1 + y2
Midpoint y =
2
Example:
B
.
Find the midpoint of A
B
(5,10)
Midpoint
(1,2)
A
1+5
12
92
7
=
83
5
7
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%
100
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Examples:
Finding a percentage of a given number:
What number is equal to 40% of 50?
#
x
__
50
%
40
___
100
#
15
__
75
1,500
75
7x + 8x = 60
15x = 60
%
40
___
100
40x
= 40
60 = x
15x
15
60
= 15
x=4
Therefore, there are (7)(4) = 28 green candies
and (8)(4) = 32 red candies.
Cross multiply:
(24)(100) = (40)(x)
2,400 = 40x
2,400
40
75x
= 75
20 = x
#
24
__
x
Cross multiply:
15(100) = (75)(x)
1,500 = 75x
2,000
=
100
x = 20
%
x
___
100
Variation
Variation is a term referring to a constant ratio in the
change of a quantity.
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Rate Problems
You will encounter three different types of rate problems on the SAT: cost, movement, and work-output.
Rate is defined as a comparison of two quantities with
different unites of measure.
Rate =
x units
y units
Examples:
Since each child eats the same amount of pizza,
you know that they vary directly. Therefore, you
can set the problem up the following way:
300
800
Pizza
Child
ren = 58.5 = x
46,800
300x
=
300
300
156 = x
117
$1.95
total cost
= =
# of pens
60
pen
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Rate
12x =
15x 15x
3x
3
x =
Time =
Danette
1
3
1 car
Judy
1
2
1 car
15
4
3
5
1
, or 1 hours
4
4
1
1
x + x = 1
3
2
= 5
1
x = 15
12x = distance
12(4) = distance
15 miles = distance
Work-Output Problems
Work-output problems are word problems that deal
with the rate of work. The following formula can be
used of these problems:
(rate of work)(time worked) = job or part of job
completed
Example:
Danette can wash and wax two cars in six
hours, and Judy can wash and wax the same
two cars in four hours. If Danette and Judy
work together, how long will it take to wash and
wax one car?
Since Danette can wash and wax two cars in six
hours, her rate of work is
The SAT will sometimes invent a new arithmetic operation symbol. Dont let this confuse you. These problems are generally very easy. Just pay attention to the
placement of the variables and operations being
performed.
Example:
Given a b = (a b + 3)2, find the value of 1 2.
Fill in the formula with 1 being equal to a and 2
being equal to b.
(1 2 + 3)2 = (2 + 3)2 = (5)2 = 25
So, 1 2 = 25.
Example:
2 cars
, or one car
6 hours
If
2 cars
, or one car every two hours. In this
4 hours
ab
ac
bc
= _____ + _____ + _____
c
b
a
c
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nCr
1
1
23
= + 1 + 1 = 2
1
3
3
Counting Principle
Some word problems may describe a possibilities for
one thing and b possibilities for another. To quickly
solve, simply multiply a b.
For example, if a student has to choose one of 8
different sports to join and one of five different community service groups to join, we would find the total
number of possibilities by multiplying 8 5, which
gives us the answer: 40 possibilities.
Permutations
Some word problems may describe n objects taken r at
a time. In these questions, the order of the objects matters.
To solve, you will perform a special type of calculation known as a permutation. The formula to use is:
nPr =
nCr
120
120
= nrP!r = 6C3 = 6P3 =
3 2
1 = 6 = 20
3!
Probability
Example:
If a bag contains 5 blue marbles, 3 red marbles,
and 6 green marbles, find the probability of
selecting a red marble.
Probability of an event =
Number of specific outcomes
Total number of possible outcomes
Here, n = 6, and r = 3.
nPr
= nrP!r
n!
(n r)!
n!
(n r)!
= nrP!r
Probability of an event =
n!
(n r)!
To solve, you will perform a special type of calculation known as a combination. The formula to use is:
= 6P3 =
654321
321
6!
(6 3)!
6!
(3)!
3
=
5+3+6
= 6 5 4 = 120
Combinations
Some word problems may describe the selection of r
objects from a group of n. In these questions, the order
of the objects does NOT matter.
Multiple Probabilities
To find the probability that two or more events will
occur, add the probabilities of each. For example, in the
problem above, if we wanted to find the probability of
drawing either a red or blue marble, we would add the
probabilities together.
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1. 1
2. 1
3. 1
4. 1
5. 2
6. 2
7. 1
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8. 2
9. 3
10. 2
11. 3
12. 3
13. 3
14. 3
15. 3
16. 5
17. 4
18. 4
19. 4
20. 4
21. 4
22. 3
23. 5
24. 5
25. 5
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Solve each problem. Then, decide which of the answer choices is best, and fill in the corresponding oval on the
answer sheet below.
ANSWER SHEET
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
b
b
b
b
b
b
b
b
b
b
b
b
b
b
b
c
c
c
c
c
c
c
c
c
c
c
c
c
c
c
149
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d
d
d
d
d
d
d
d
d
d
d
d
d
d
d
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
a
a
a
a
a
a
a
a
a
a
b
b
b
b
b
b
b
b
b
b
c
c
c
c
c
c
c
c
c
c
d
d
d
d
d
d
d
d
d
d
e
e
e
e
e
e
e
e
e
e
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REFERENCE SHEET
The sum of the interior angles of a triangle is 180.
The measure of a straight angle is 180.
There are 360 degrees of arc in a circle.
60
45
2s
2x
h
30
45
3x
A = 12 bh
r
h
w
l
V = lwh
A = r2
C = 2r
A = lw
V = r2h
)
4. If x > 0, what is the expression (x)(2x
equivalent to?
a. 2x
b. 2x
c. x22
d. x2
e. x 2
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G
B
1
2
1
4
1
8
1
16
3
8
x + 2x
is equivalent to
7. If x 0, the expression
x
a. x + 2.
b. 2.
c. 3x.
d. 4.
e. 5.
c.
2K
.
b
K+2
.
b
d.
e. k 2.
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a.
1
l
x
b.
1
0
d
c.
1
a.
b.
c.
d.
e.
3
2
2
3
2
3
3
2
2
23
e.
1
d.
10
Figure 1
25
Z
10
h
55
h
220
e. 10h
16. In the set of positive integers, what is the solution
set of the inequality 2x 3 < 5?
a. {0, 1, 2, 3}
b. {1, 2, 3}
c. {0, 1, 2, 3, 4}
d. {1, 2, 3, 4}
e. {0}
Z
65
Figure 2
a. Figure 1 only
b. Figure 2 only
c. both Figure 1 and Figure 2
d. neither Figure 1 nor Figure 2
e. not enough information given to determine
an answer
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6x3 + 9x2 + 3x
b. 2.
c. 3.
d. 3.
e. 5.
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b. 25
c. 52 102
d. .052
e. none of the above
32. On Amandas tests, she scored 90, 95, 90, 80, 85,
95, 100, 100, and 95. Which statement is true?
I. The mean and median are 95.
II. The median and the mode are 95.
III. The mean and the mode are 95.
IV. The mode is 92.22.
a. statements I and IV
b. statement III
c. statement II
d. statement I
e. All of the statements are true.
33. Which figure can contain an obtuse angle?
a. right triangle
b. square
c. rectangle
d. isosceles triangle
e. cube
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30%
Rent
6%
Taxes
25%
Employee
Wages
20%
Utilities
Suppose this years budget was $225,198. According to the graph, what was the dollar amount of
profit made?
a. $13,511.88
b. $18,015.84
c. $20,267.82
d. $22,519.80
e. $202,678.20
37. What type of number solves the equation
x2 1 = 36?
a. a prime number
b. irrational number
c. rational number
d. an integer
e. There is no solution.
38. Points A and B lie on the graph of the linear
function y = 2x + 5. The x-coordinate of B is 4
greater than the x-coordinate of A. What can you
conclude about the y-coordinates of A and B?
a. The y-coordinate of B is 5 greater than the
y-coordinate of A.
b. The y-coordinate of B is 7 greater than the
y-coordinate of A.
c. The y-coordinate of B is 8 greater than the
y-coordinate of A.
d. The y-coordinate of B is 10 greater than the
y-coordinate of A.
e. The y-coordinate of B is 20 greater than the
y-coordinate of A.
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x miles
11
135 square inches
11
235 square inches
3
335 square inches
1
432 square inches
a. (x + y) 2
b. 2x + 2y
c. xy 2
d. (x + y) 2
e. xy2
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y miles
B
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Five-Choice Answers
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Step 1: 90 + y + 40 + 3y 10 = 180
Step 2: 4y + 120 = 180
120 120
4y
60
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159
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~B
B
~G
~B
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Choice c: 2 3 3 2
Therefore, choice c is false.
Now, you know that choice d must be
the answer. You should check it to be sure.
Choice d: 2 + 3 = 3 + 2
1+2=2+1
5=5
3=3
Therefore, the answer is choice d.
7. a. The first thing that you have to realize is that
the question requires you to simplify the
expression.
If you are simplifying rational expressions (rational expressions look like fractions), you have to factor the numerator and
denominator if possible.
Step 1: Factor the numerator, x2 + 2x.
There is a common factor of x between
the two terms.
Then, factor out an x and place it outside a pair of parentheses.
Then, divide x2 and 2x, respectively, by
x in order to find out what terms are on the
inside of the parentheses.
So, x2 + 2x becomes x(x + 2).
Step 2: The denominator cannot be factored. Therefore, you can now cancel out
the like terms between the numerator and
denominator.
x(x + 2)
= (x + 2)
x
The answer is choice a.
8. a. You should recognize this first statement.
Think to yourself: Is there a triangle
that has two sides congruent and, thus, two
angles opposite the sides congruent?
The answer is yes. It is an isosceles
triangle.
Now, look at the converse statement.
If two angles are congruent in a triangle, are the sides opposite these angles also
congruent?
The answer is yes.
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An isosceles triangle has two sides congruent and two angles opposite these sides
congruent.
So, both statements are true. The
answer is choice a.
9. b. One way that you could find your answer is
to substitute the values of x and y into each
equation. The equation that is true in each
five cases is the answer. The method of doing
this is shown below.
Choice a:
Coordinate 1: (0,2)
y=x+2
2=0+2
2 = 2 (True)
Coordinate 2: (1,3)
3=1+2
3 = 3 (True)
You may think, at this point, choice a is
the answer, but you should try the third
coordinate.
Coordinate 3: (2,6)
6=2+2
6 = 4 (False)
Therefore, by trying all the points, you can
see that choice a is not the answer.
y = x2 + 2
18 = (4)2 + 2
18 = 16 + 2
18 = 18 (True)
Therefore, all the coordinates make
equation b true. The answer is choice b.
10. d. You have to solve for the variable, x, so you
need to get x by itself in the problem. Therefore, eliminate the other terms on the same
side of the equation as x by doing the inverse
operation on both sides of the equal sign.
This is demonstrated belowfirst add 2 to
both sides:
bx 2 = K
+2 +2
bx = K + 2
Next, you have to divide both sides by b.
Coordinate 5: (4,18)
bx
K+2
=
b
b
K+2
x=
b
y = x2 + 2
y = x2 + 2
2 = 02 + 2
2 = 2 (True)
Coordinate 2: (1,3)
y = x2 + 2
3 = (1)2 + 2
3=1+2
3 = 3 (True)
Coordinate 3: (2,6)
y = x2 + 2
6 = (2)2 + 2
6=4+2
6 = 6 (True)
Coordinate 4: (3,11)
y = x2 + 2
11 = (3)2 + 2
11 = 9 + 2
11 = 11 (True)
At this point, you may believe that
choice b is the answer. You should check in
order to be sure.
Choice b:
Coordinate 1: (0,2)
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m=
(y2 y1)
(x2 x1)
(0 2)
m=
(3 0) or 3
The answer is choice b.
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12. a. This problem is difficult if you make it difficult, but its easy if you make it easy. The easiest way to do this problem is to calculate the
mean, median, and mode for the data set.
Remember:
The mean is the same as the average.
The median is the middle number of
data. First, you must order the numbers from least to greatest.
The mode is the most frequently
occurring number.
5+7+6+5+7
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110 miles
Rate =
Time = 2 hours = 55 mph
Now, all you have to do is substitute
into the formula above using the rate you
just solved for.
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55 miles
Distance = Rate Time = (
hour ) (h
hours) = 55h
The answer is choice a.
If you solve the formula above incorrectly, the other choices might seem to be
correct. Therefore, double-check that you are
using the correct formula and you are solving exactly what the question is asking for.
16. b. Inequalities can be solved just like equations.
The difference between equations and
inequalities is that equations have an equal
sign and inequalities have a greater than (>)
or less than (<) sign where the equal sign
would be in an equation. The first part of this
problem, then, is to figure out what type of
number the answer is going to be. The problem states that the solution set is the set of
positive integers. Therefore, the answers will
come from the set of numbers that include
{1, 2, 3, 4, 5, 6, . . . }. Now, look at the answer
choices. You notice that 0 is included in
choices e and c. Zero is not a positive integer;
therefore, you can eliminate those choices.
The answer must be either choice b or d.
Now, you must solve the equation in
order to figure out the answer.
2x 3 < 5
+ 3 +3
2x
8
<
2
2
Thus, x < 4.
The only positive integers that satisfy
this statement are {1, 2, 3}. 4 is not less than 4.
The answer is choice b.
17. c. You should remember the form of a rational
number. A rational number is any number
p
that can be expressed as q where p and q are
integers and q 0.
You should recognize that is an
irrational number. It is a nonterminating,
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6x2
9x2
3x
+ +
3x
3x
3x
Next, you have to divide each monomial. This is accomplished by dividing the
coefficients first. It is important to remember
that sometimes you may have to simply
reduce the fraction instead of dividing.
After dividing the coefficients, you
must divide the base part of the monomials.
Remember: The way to divide terms
with similar bases is to simply subtract the
exponents. However, be careful! If you do
not see an exponent, remember, that the
exponent is implied to be 1. You should see
the rules that were explained above in the
following example.
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Example:
6x3
1 = 2x2
3x
(6 3 = 2 AND x3 1 = x2)
You should see that by following these
9x2
Given:
$20 charge for rental of the dining room.
$2.50 charge for each dinner plate.
Also, the association invited four nonpaying guests and they must have enough
money to pay the entire bill to the hotel.
Four nonpaying guests cost the association $10 because 4 $2.50 = $10.
The association incurs the following
costs: $30 + $2.50 (# of paying people
attending).
The $30 comes from the $20 charge for
the dining room and $10 fee for inviting the
four nonpaying guests.
The association charges: $3.00 (# of
paying people attending).
So, if the association must have enough
money to pay the hotel, what the association
charges must be equal to what the hotel
charges the association.
Amount the association is charged =
Amount the association charges guests
$30 + $2.50 (# of paying people) = $3.00
(# of paying people)
Let x = # of paying people.
Thus:
$30 + $2.50 x = $3.00x
$30 = $.50x
60 = x
Therefore, 60 guests must attend. The
answer is choice a.
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x=3
x = 2 and x = 3
The answer is choice c. However, watch
out for the other choices because they are
5
there to trick you; x = 2 is an answer, how5
ever, it is not listed. Only 2 is listed and that
is not the same answer.
22. d. This question requires a different type of
problem-solving technique. The most effective way to solve this question is through trial
and error. You start to eliminate wrong
answers by testing their validity. Here is what
that means.
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%
=
100
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You find that x = 14 after cross multiplying. Therefore, the boy had 4 correct out
of the 16 remaining questions. You know this
because he had 10 out of the first 12 correct;
4
1
= = .25. This is the answer.
16
4
There were 28 questions on the test.
The answer is choice d.
23. d. As a point of reference:
A scalene triangle has three unequal sides.
An acute triangle contains an angle less
than 90 degrees.
A right triangle contains an angle equal to
90 degrees.
The first thing you should do when you
encounter a word problem involving geometry is to draw a diagram and create a legend.
x = 36
Step 2: Since x = 36, the base angles are both
36 and the vertex angle is 3(36) = 108.
Step 3: This triangle is an obtuse triangle
since there is one angle contained in the triangle that is obtuse. The obtuse angle is the
vertex angle.
The answer is choice d.
24. d. Real numbers have many properties. You
need to remember a few of them. Lets take a
look at each one of the five choices in order
to determine which one is the distributive
property.
Choice b: 3
+ 0 = 3
This is known as the identity property
for addition. Sometimes, it is called the zero
property of addition. Either way, this is not
the distributive property.
Legend:
Let x = base angle.
Let 3x = the vertex angle.
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25. c. You have to factor this expression accordingly. Notice that there are only two terms
and there is a subtraction sign between them.
Sometimes, that is a clue to try to factor
using the difference of two perfect squares
technique. However, in this case, 3x2 and 27
are not perfect squares. Therefore, you have
to try a different method.
First, notice that there is a common
factor of 3 in both terms. Factor this term
out of both terms. Once you do, the expression is 3(x2 9).
The job is not done. You have to factor
COMPLETELY! Look at the expression
(x2 9). This is a binomial with two perfect
squares separated by a subtraction sign. Thus,
this binomial can be factored according the
difference of two perfect squares. The expression now becomes: 3(x + 3)(x 3).
The answer is choice c. If you are not
careful, you may select one of the alternate
choices. Remember, factor completely and
do not stop factoring until each term is simplified to lowest terms.
26. d. This is a word problem involving geometry
and figures. The best way of solving a problem like this is to read it carefully and then
try to draw a diagram that best illustrates
what is being described.
You should draw a diagram similar to
the one below.
13 feet
x feet
5 feet
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2x 2x
0 = 64x 8
3
6x
1
0 = 6x 8
Find a common
denominator in order to
subtract the like terms.
+8
+8
1
8 = 6x
Choice b: acb0
This expression requires that you evaluate b0 first. This is an important rule to
remember. Any term raised to the zero
power is 1. Well, a c is an odd number
times an odd number. The product of any
two odd numbers is an odd number. Thus,
an odd number times 1 is an odd number.
Choice b is an odd number. There is no need
to try the other expressions.
30. a. This question fortunately, or unfortunately,
requires simple memorization. You must
remember the properties of a parallelogram
in order to get this question correct. There are
six basic properties of every parallelogram.
6
Multiply both sides by 1
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They are:
1. The opposite sides of a parallelogram
are congruent.
2. The opposite sides of a parallelogram
are parallel.
3. The opposite angles of a parallelogram
are congruent.
4. The consecutive angles of a parallelogram are supplementary.
5. The diagonals of a parallelogram bisect
each other.
6. The diagonal of a parallelogram
divides the parallelogram into two
congruent triangles.
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31. d.
32. c.
33. d.
34. c.
35. d.
Every parallelogram has these six properties. However, specific types of parallelograms,
such as rectangles, rhombus, and squares, have
additional properties. One of the properties
shared by both rectangles and squares happens
to be that the diagonals are congruent. So, the
answer is choice a. Not every parallelogram
has this property, only specific parallelograms
such as rectangles or squares.
52% is the same as .52 (drop the % sign and
move the decimal point two places to the
13
26
52
left); 25 = 50 =
100 ; 52 100 = .52; And 52
102 = 52 .01 = .52. Obviously, .052 does
not equal .52, so your answer is d.
The mean is the average. First, you add 80 +
85 + 90 + 90 + 95 + 95 + 95 + 100 + 100 =
830. Divide by the number of tests: 830 9 =
92.22, which shows that statement I is false.
The median is the middle number, which is
95. And the mode is the number that appears
most frequently, which is also 95; therefore,
statement II is correct.
An obtuse angle measures greater than 90. A
square has four angles that are 90 each, as
does a rectangle and cube. The angles inside a
triangle add up to 180, and one angle in a
right triangle is 90, so the other two add up to
90, so there cannot be one angle that alone
has more than 90 degrees. Therefore, the
answer is d.
5
20
Set up a proportion:
100 = x . Cross multiply: 5x = 2,000. Then divide both sides by 5
to get x = 400. This is only the first part of
the problem. If you chose answer d, you forgot to do the next step, which is to find what
50
x
number is 50% of 400;
100 = 400 , or reduce
1
x
to 2 =
400 . Then again, cross multiply: 400 =
2x. Divide both sides by 2 to get x = 200.
If you look at the pattern, you will see it is
3x 1. Plug in some numbers, like 3(1) 1 =
2, 3(2) 1 = 5, 3(3) 1 = 8, etc. You can see
that since every other number is even, of the
first 100 terms, half will be even.
x2 = 37
x = 37
37
is an irrational number. Irrational
numbers cannot be expressed as a ratio of
two integers. (Simply put, irrational numbers have decimal extensions that never terminate or extensions that never repeat.)
A prime number has only two positive
factors, itself and 1. Rational numbers can be
expressed as a ratio of two integers. The set
of integers is: { . . . 3, 2, 1, 0, 1, 2, 3, . . . }.
is not prime, rational, or an integer.
37
You can use your calculator to see that it is 6
with a decimal extension that neither terminates nor repeats.
38. c. An effective way figure out this question is to
plug in some low, easy numbers to see what
will happen. Below we picked (1,7) as our
point A and (5,15) as our point B. (Note that
the x-coordinate of our point B is 4 greater
than the x-coordinate of our point A.)
x
y
0
5
1
7
pick as A
2
9
3
11
4
13
5
15
pick as B
6
17
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81
11
170
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Grid-inquestions are also called student-response questions because no answer choices are given; you, the student, generate the response. Otherwise, grid-in questions
are just like five-choice questions. In responding to the
grid-in questions on the SAT, there are several things you
will need to know about the special four-column grid.
Become familiar with the answer grid below.
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6
7
Be especially careful that a fraction bar or decimal point is not marked in the same column as a
digit.
Now it is time to do some grid-in practice problems. Be sure to review the strategies listed above to
ensure that you fully understand the grid system.
Remember: You will never be penalized for an incorrect
answer on the grid-in questionsso go ahead and guess.
Good luck!
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ANSWER SHEET
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
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22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
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Page 175
1. The barns in a certain county are numbered consecutively from 2,020 to 2,177. How many barns
are in the county?
3. If 28 42 = 16x, then x = ?
4. If (y 1)3 = 27, what is the value of (y + 1)2?
5. When a is divided by 6, the remainder is 5; and
when b is divided by 6, the remainder is 4. What
is the remainder when a + b is divided by 6?
6. When a positive integer k is divided by 7, the
remainder is 2. What is the remainder when 6k is
divided by 3?
7. During course registration, 28 students enroll in
biology. After three boys are dropped from the
class, 44% of the class consists of boys. What percent of the original class did girls comprise?
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F
50
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25
3x
35
21. In the figure below, what is the length of line segment AD?
l1
A
(3,y1)
10
10
30
15
(3,y2)
15
l2
4x 1
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33. The probability of selecting a green marble at random from a jar that contains only green, white,
1
and yellow marbles is 4. The probability of selecting a white marble at random form the same jar is
1
. If this jar contains 10 yellow marbles, what is
3
the total number of marbles in the jar?
34. If the operation is defined by the equation
x y = 2x + 3y, what is the value of a in the
equation a 4 = 1 a?
35. x, y, 22, 14, 10, . . .
In the sequence above, each term after the
first term, x, is obtained by halving the term that
comes before it and then adding 3 to that number. What is the value of x y?
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Grid-In Answers
11. 2.
12. 2.
13. 4.
14. 8.
15. 46.
16. 55.5.
17. 27.
18. 32.
19. 20.
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28. 2.
28k = 21
21
3
k = 28 = 4
5
Since the slope of the line l1 is 6, then
y1 0
= 5
6
30
15
or y1 = 6 = 2
1
or y2 = 3 = 1
= 2 1 or 2
Grid as 2.
29. 60. You are given that all the dimensions of a
rectangular box are integers greater than 1.
Since the area of one side of this box is 12,
the dimensions of this side must be either 2
by 6 or 3 by 4. The area of another side of
the box is given as 15, so the dimensions of
this side must be 3 and 5. Since the two
sides must have at least one dimension in
common, the dimensions of the box are 3
by 4 by 5, so its volume is 3 4 5 = 60.
30. 96. A cube whose volume is 8 cubic inches has an
edge length of 2 inches, since 2 2 2 = 8.
Since a cube has six square faces of equal area,
the surface area of this cube is 6 22 or 6 4
or 24. The minimum length, or L, of
1
-inch-wide tape needed to completely cover
4
the cube must have the same surface area of
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= 19
or
4x + 12 = 4 19 = 76
Then,
4x = 76 12 = 64
64
x = 4 = 16
Therefore, x + 6, the greatest of the four
consecutive integers is 16 + 6 or 22.
32. 36. Since the average of x, y, and z is 12, then x
+ y + z = 3 12 = 36. Thus, 3x + 3y + 3z =
3(36) or 108.
The average of 3x, 3y, and 3z is their sum,
108, divided by 3 since three values are being
108
added: 3 or 36.
1
40. 2.
3p
p+p+p
Since
p p p = p p = p2 = 12
p2
Finally
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C H A P T E R
5
The SAT
Writing Section
In March 2005, the SAT was revamped to include a Writing section that consists of 49 multiple-choice grammar and usage questions and an essay. The essay has essentially the same structure and content as the one on the
old SAT II Writing Test, which means that you will be able to easily prepare for it.
In the multiple-choice part of the Writing section, you will have 35 minutes, split into one 25-minute section and one 10-minute section. The multiple-choice questions, too, are essentially the same as the multiple-choice
questions on the old SAT II Writing Test. They will ask you to identify errors in grammar and usage and/or select
the most effective way to revise a sentence or passage. They are designed to measure your knowledge of basic grammar and usage rules as well as general writing and revising strategies.
There are three types of multiple-choice questions: identifying sentence errors, improving sentences, and
improving paragraphs. None of the multiple-choice questions ask you to formally name grammatical terms, or
test you on spelling.
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Identifying Sentence Errorsitems require you to read a sentence and identify the error (if any) in grammar or usage
Improving Sentencesitems require you to determine the best way to correct a sentence
Improving Paragraphsitems ask you how a draft essay could best be improved
Improving Paragraphs
Anyone who has gone to college can tell you that writing is a big part of the experience. Students have to take
accurate notes in all classes, write essays and papers for
different subjects, and often have to respond to essay
questions on exams. Students need to be able to think
logically in order to do this, and be able to take a stance
on an issue and defend their position in writing.
Essay
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Scoring
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Writing Pretest
On the pretest that begins on page 187, there are ten multiple-choice questions and one essay question. Give yourself ten minutes to complete the multiple-choice questions and 25 minutes to write the essay. After you have finished,
you can check your answers and essay against the correct answers and sample essays (found at the end of the
pretest) at each score level from 16. Use the answer sheet below to fill in your answer choices for questions 110.
ANSWER SHEET
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
a
a
a
a
a
a
a
a
a
a
b
b
b
b
b
b
b
b
b
b
c
c
c
c
c
c
c
c
c
c
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d
d
d
d
d
d
d
d
d
d
e
e
e
e
e
e
e
e
e
e
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Essay
Using the space provided on this page and the next, write an essay in response to the prompt below.
An influential person is one who leaves a footprint in the sand of our soul. To me, the most influential
person I can think of is . . .
Assignment: Complete the sentence above with an appropriate phrase. Then write an essay supporting your
completed statement.
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Each of the following sentences has four underlined words or phrases. Read each sentence and determine which
underlined portion, if any, has an error in grammar, usage, word choice, or idiom (standard expression). If there
is no error, select choice (e). No sentence has more than one error.
1. Although he is best known for his Sherlock Holmes series, Sir Arthur Conan Doyle having penned dozens
(a)
(b)
(c)
of stories and novels that did not include his beloved sleuth. No error
(d)
(e)
2. Often mistaken for termites, carpenter ants have longer bodies and shorter wings than termites, and while
(a)
(b)
(c)
termite antennae are straight, the antennae of the carpenter variety is bent or elbowed. No error
(d)
(e)
3. Contrary from their expectations, many people find themselves wanting to go back to work
(a)
(b)
(c)
within months of their retirement. No error
(d)
(e)
4. Mary Cassatt, an American Impressionist painter born in 1844, became famous mainly
(a)
for her portraits of women and their children, unlike other Impressionists of her time
(b)
(c)
who were known for their landscapes. No error
(d)
(e)
5. The hit television series CSI: Crime Scene Investigation has spawned a new interest in criminal studies,
(a)
resulting in the expansion of many existing criminal justice programs and which created many new
(b)
(c)
(d)
programs across the country. No error
(e)
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Improving Sentences
In each of the sentences below, part or all of the sentence is underlined. The underlined text may contain
an error in sentence construction, grammar, word
choice, or punctuation. Choice a repeats the original
underlined text. If there is no error in the underlined
portion, choose a. If there is an error, select the answer
choice that most effectively expresses the meaning of
the sentence without any ambiguity or awkwardness.
6. When choosing a college, one should consider
several factors, such as class size, teacher-to-student ratio, and where the school is located.
a. such as class size, teacher-to-student ratio, and
where the school is located
b. such as class size, the teacher-to-student ratio,
and location
c. such as class size, teacher-to-student ratio, and
location
d. such as class size, how many teachers to every
student, and location
e. such as the class size, teacher-to-student ratio,
and the location
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Improving Paragraphs
Questions 910 are based on the following passage, a first draft of an essay about student volunteer programs. Read
the passage and the questions that follow. For each question, choose the answer that will most improve the passage. Some questions ask you to choose the best revision of a particular sentence or pair of sentences. Other questions ask you to consider how to best improve the overall organization of the passage. In each case, the correct
answer is the one that most closely conforms to the conventions of formal writing.
(1) Student volunteerism continues to be a hot topic in education. (2) It is a growing trend in middle school
and high school curriculums, and even in some elementary schools. (3) In a typical volunteer program, students are required to volunteer a certain number of hours each marking period. (4) Typically students choose
from a short list of charities or organizations to work with. (5) More progressive or established programs allow
students to develop their own non-profit program to benefit a cause of their choosing.
(6) For me, volunteering has been an amazing experience. (7) I discovered that it felt really good every
time I accomplished something for my organization. (8) It felt especially good to know that I was helping people who really needed it. (9) I volunteered four hours a week, sometimes five if I had the time.
(10) I got to spend time with my friends while we made a difference in our community.
(11) In my school, the volunteer program is called the Kids Care Core. (12) The word core signifies
that its an essential part of our curriculum and a requirement for everyone. (13) We are divided into small teams.
(14) Each team chooses a local organization and we donate our time throughout the semester. (15) My group
chose to help collect unwanted eyeglasses, which get sent around the world to people who cant afford glasses.
(16) Together we collected over 100 pairs of eyeglasses!
(17) From my experience I know that I will continue to volunteer after I graduate, and I want to encourage everyone to do the same.
9. Which of the following is the most logical order of the paragraphs?
a. 1, 2, 3, 4
b. 1, 3, 2, 4
c. 2, 3, 4, 1
d. 4, 3, 2, 1
e. 1, 4, 2, 3
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10. Which of the following is the most effective combination of sentences 13 and 14 (reprinted below)?
(13) We are divided into small teams. (14) Each team chooses a local organization and we donate our time
throughout the semester.
a. We are divided into small teams, each of which chooses a local organization and we donate our time
throughout the semester.
b. We are divided into small teams, and we each choose a local organization to which we donate our time
to throughout the semester.
c. We are divided into small teams and local organizations to donate our time to throughout the semester.
d. Divided into small teams, we choose a local organization and donate our time throughout the semester.
e. After we are divided into small teams, we choose a local organization to donate our time to throughout
the semester.
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Answers
Grandma always stressed the importance of education to all of us in achieving our goals. Grandmas
example of hard work and her emphasis on education
have strengthened me to pursue a college degree,
and eventually a PhD. Even though I will have to
work to get through school, I know that if Grandma
worked while raising seven children alone, I can handle taking care of myself. Her tireless example is
truly inspirational. She has also encouraged me in
my chosen career, teaching, because she feels it will
blend well with family life when I eventually have my
own children.
Perhaps the most significant legacy Grandma
has left me is her example of always voicing her
opinion despite what others may think. Grandma
would never bow down to prejudice; she never cared
what people would say behind her back. In an age
where segregation in social circles was common,
Grandmas dinners after church on Sundays would
look like a United Nations meeting. She would include
all races and nationalities, and became close friends
with a very diverse group of people. If someone tried
to put down another race, she would quickly voice her
disagreement. This refusal to be swayed by popular opinion had a huge impact on me, and is a guiding principle in my life today.
I certainly would not be the person I am today,
inside or out, without the influence of my grandmother upon my life. I can only aspire to imitate her
in her stability, her work ethic, and her refusal to be
silenced by other peoples disapproval.
Essay
Scoring Explanation
This essay shows an insightful understanding of the
assignment. The writer clearly chooses a strong example of an influential person, and then skillfully develops her ideas with well-developed and specific
examples. We learn much about Grandma, and the
writer constantly connects these details back to the
main idea: that Grandma had a huge impact on her life
in three major areas. The writer shows an excellent
command of language. There are no grammatical
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The prepositional phrase of the carpenter variety may mislead you to believe that variety is
the subject, but subjects are never found in a
prepositional phrase. All other underlined
portions are correct.
3. a. The proper preposition to use after contrary is
tocontrary to their expectations. All other
underlined portions are correct.
4. e. There is no error in this sentence. The use of
the plural pronoun their agrees with its
antecedent, women.
5. d. This sentence lacks parallel structure. The
phrase which created should have the same
structure as the expansion of. Thus, the sentence should read . . . and the creation of many
new programs.
Improving Sentences
9. b. Choice b puts the paragraphs in the most logical order. Paragraph 1 introduces the general
topic of student volunteer programs in
schools. Paragraph 3 then moves to a specific
program and describes volunteerism in the
authors school and her particular class. Paragraph 2 then describes how she benefited from
that experience; thus, paragraph 2 can only
come after the description of the program in
her class in paragraph 3. Finally, paragraph 4
(an underdeveloped paragraph) moves from
her specific personal experience to the broader
audience with a concluding thought encouraging others to participate.
10. e. Choice e expresses the chronology more effectively than the other choices by using the
subordinating conjunction After. Choice a is
unnecessarily wordy and has an overall awkward construction. Choice b uses a wordy
which phrase and unnecessarily repeats to.
Choice c is illogical; the students are divided
into teams, but they are not divided into local
organizations. Choice d is correct, but is not as
clear as choice e, which includes the
chronology and makes it clear that the students
donate their time to a local organization.
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Part 1: Identifying
Sentence Errors
Each question will present a sentence with four underlined words or phrases. These underlined sections are
lettered ad. Choice e, No error, is placed at the end of
the sentence. Most of the time, one of the underlined
words or phrases will contain an error in grammar,
usage, idiom, or word choice. About one in five times,
the sentence will be correct, so the correct answer will
be choice e, No error.
Obviously, your best preparation for this kind of question is to know the rules of standard written English.
But whatever your level of grammar expertise, the following strategies can help you identify the errors in
these questions quickly and correctly.
1. Listen to the sentence as you read it. By hearing
how the sentence sounds in your head, you are
much more likely to identify the error. We can
often hear that something is wrong even if we
cant identify why it is wrong.
2. Take it one at a time. Examine each underlined
part individually as you read the sentence. Look
at it carefully in the context of the phrase or
clause in which it is used. As you go, eliminate
choices that you know are grammatically correct.
3. Look for the bare bones of the sentence. If you
are having trouble identifying the error, try to
determine the core structure of the sentence.
What is the subject of the sentence? The verb?
Who or what is performing what kind of action?
Focusing on the core sentence can help you avoid
being distracted by fillers so you can better
identify problems in agreement, parallel structure, and so on.
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phrase between the subject and verb intended to distract you. Heres an example from the pretest:
Often mistaken for termites, carpenter ants have
a
longer bodies and shorter wings than termites,
b
and while termite antennae are straight, the antennae
c
of the carpenter variety is bent or elbowed.
d
No error
e
Notice how the prepositional phrase of the carpenter variety can mislead you. If you assume variety is
the subject, then the verb is seems correctit agrees
with what you think is the singular subject. But subjects are never found in prepositional phrases, so variety cant be the subject of the verb is. Look again at the
sentence. What is bent? Not the variety, but the antennaea plural noun. Thus, the verb must be are to
agree with the subject, so choice d contains the error
and is therefore the correct answer.
Use the same strategy for pronoun-antecedent
agreement questions. (An antecedent is the noun that
a pronoun replaces.) If a pronoun is underlined, determine exactly what noun it refers to, and then see if
they agree. Watch out for this kind of very common
error.
5. pronoun case
2. consistency
6. idiom
3. parallelism
7. word choice
4. verb form
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Incorrect:
Correct:
Correct:
Incorrect:
Correct:
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Incorrect:
Correct:
Verb Form
Verbs are the heart of a sentence. They express the
action or state of being of the subject, telling us what
the subject is doing, thinking, or feeling. Correct verb
form is essential to sentence clarity, and you can expect
to find at least one question with an incorrect verb
form. These errors include:
Incorrect:
Incorrect:
Correct:
Correct:
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SUBJECTIVE
CASE
OBJECTIVE
CASE
me
you
you
he, she, it
him, her, it
we
us
they
them
who
whom
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We
subject
see
them.
object
They
subject
see
us.
object
Pronoun questions on the SAT will often purposefully confuse the subjective and objective cases, as
in the following example:
Incorrect:
This is a very common mistake. Whenever a pronoun follows than, it should be in the subjective case,
because in the than + (pro)noun construction the verb
is understood, even if that verb is not articulated:
Correct:
Incorrect:
Correct:
Incorrect:
Correct:
Idiom
Idioms are expressions that are characteristic of a particular language, and they are often the most difficult
aspect of a language to learn. But they are essential to
clear and effective communication, and you can expect
at least one question about idioms on the Writing section of the exam.
Most of the time, the idioms that are tested are (1)
prepositional idioms (e.g., take care of, according to)
and (2) idiomatic use of infinitives and gerunds (e.g.,
want to meet, practice swimming). And most of the
time, by listening carefully to the sentence as you read
it, you will be able to hear this kind of mistake. Listen
to the following sentences as you read them, and you
should be able to hear the errors:
Incorrect:
Incorrect:
Correct:
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Incorrect:
Experts suggest to water your garden late in the day when the sun is
less intense.
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Word Choice
Affect or effect? Whether or weather? Fewer or less? Commonly confused words are another question topic you
are likely to see on the SAT Writing section.
Heres a short list of some of the most frequentlytested word pairs:
accept/except
adapt/adept
affect/effect
allusion/illusion
emigration/immigration
eminent/imminent
fewer/less
lay/lie
leave/let
number/amount
raise/rise
sit/set
than/then
Correct:
The votes belong to the delegates, so the possessive their is the correct word for this sentence:
Correct:
Both less and then are misused here. The corrected sentence would read:
Incorrect:
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Correct:
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Question Structure
Incorrect:
Correct:
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Correct:
Correct:
Incorrect:
There are two distinct ideas here: (1) the polar icecaps are melting at an alarming rate and (2) some people still do not believe in global warming. But the
relationship between these ideas isnt correctly
expressed by the coordinating conjunction and, which
expresses the idea of addition. Instead, the conjunction
(whether coordinating or subordinating) needs to
express contrast:
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Correct:
Correct:
Correct:
Correct:
Run-Ons
Incorrect:
Incorrect:
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Correct:
This sentence compares the criminal justice program to Taylor University rather than to a program at
Taylor. Heres the kind of fix to look for:
Correct:
Faulty Comparisons
A faulty comparison is an error in sentence logic, one
thats often tough to catch because we speak in faulty
comparisons all the time. Heres an example:
Incorrect:
Correct:
Correct:
Misplaced Modifiers
A modifier is a word, phrase, or clause that describes
another part of a sentence. A misplaced modifier is
simply a modifier thats in the wrong place, as in the following example:
Incorrect:
Now, Uncle Joe may be old and tired, but hes not
likely to be worn and tattered. Its the flag, of course,
that is worn and tattered. However, because the modifying phrase is next to Uncle Joe, the sentence is confusing. The rule regarding modifiers is simple: Any
modifier should be placed as closely as possible to the
word or phrase it modifies. This makes correcting a
misplaced modifier rather easy:
Correct:
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Wordiness
Whether its the main mistake in the original prompt
or a flaw in one or more of the distracters, unnecessary
wordiness is a common error in Improving Sentences.
As a general rule, the more concise, the better.
Wordiness has many causes, including:
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Punctuation
There are dozens of rules about the many different
punctuation marks in the English language. Fortunately, the punctuation errors on the SAT tend to stick
to only a few key categories. Here are some common
comma and apostrophe errors.
Comma Errors
There are many rules about when to use and when not
to use commas. Here are the four comma errors you are
most likely to see on the exam:
Incorrect:
Correct:
1. Comma between subject and verb. When a subject is immediately followed by its verb, nothing
should come between them:
Incorrect:
Correct:
Correct:
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Apostrophe Errors
Apostrophes are used to show possession (Adams, the
generals) and contraction (dont, youve). Most often,
an apostrophe error will be a missing apostrophe or
confusing possessive pronouns with contractions:
Incorrect:
Correct:
The phrase a pediatrician is an interrupter that is not essential to the meaning of the
sentence. We could take it out and the sentence
would still be a complete, grammatically correct
idea. Thus, it needs to be set off with commas.
Heres another example:
Incorrect:
Correct:
Incorrect:
Correct:
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Question Structure
Which of the following is the most effective combination of sentences 13 and 14 (reprinted below)?
(13) Insomnia does not usually begin as a physical
problem. (14) It can affect ones physical health.
a. Insomnia is not usually a physical problem;
therefore, it can affect ones physical health.
b. Insomnia is not usually a physical problem,
yet it can affect ones physical health.
c. Insomnia not usually a physical problem can
affect ones physical health.
d. Insomnia is not usually a physical problem, so
it can affect ones physical health.
e. Insomnia can affect ones physical health;
furthermore, it is not a physical problem.
The correct answer is b. The conjunction yet
prepares the reader for a contrast: is not usually . . . (yet)
it can.
Revising the Big Picture
Big picture questions ask about paragraph-level and
essay-level issues such as organization and writing
strategies. Thus, the format and writing issues can vary
greatly. Heres a sample big picture question:
Which of the following is the most logical order
of the paragraphs?
a. 1, 2, 3, 4
b. 1, 3, 2, 4
c. 2, 3, 4, 1
d. 4, 3, 2, 1
e. 1, 4, 2, 3
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Strategies for
Improving Paragraphs
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likely candidate for an Improving Paragraphs question. Heres how that question might be worded:
Which of the following sentences, if added to
the end of paragraph 1, would most effectively
link the paragraph to the rest of the essay?
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Development of Ideas
Some questions will ask you to consider where a sentence might best be added to further develop an idea,
or which sentence from a list might best serve to further
develop an idea. The key here is to look at the logical
relationships between ideas and to remember the overall assertion support structure of essays. You might
find a question like the following:
OR
Which of the following sentences, if added to
paragraph 3, would provide the best support
for the main idea?
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Each of the following sentences has four underlined words or phrases. Read each sentence and determine which
underlined portion, if any, has an error in grammar, usage, word choice, or idiom (standard expression). If there
is no error, select choice e. No sentence has more than one error. Use the answer sheet below to fill in your answer
choices for questions 140.
ANSWER SHEET
1.
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1. Semiotics, the study or science of signs, was first undertaken as an academic pursuit by the ancient Greek
a
b
philosopher Augustine, whom understood the vital role of nonverbal communication in human societies.
c
d
No error
e
2. The most popular type of music in Indonesia is gamelan, a term that refer not only to the traditional
a
orchestral gong music, but also to the important bond the music helps create and maintain within the
b
c
d
community. No error
e
3. The new trend in alternative medicines, including herbal supplements, deep breathing, yoga, and
a
b
acupuncture, is really a return to ancient healthcare practices. No error
c
d
e
4. While professional football, basketball, and baseball stadiums are often filled to capacity, auto racing
a
b
c
has actually been the most popular spectator sport in America. No error
d
e
5. In response to the backlash on high-fat, high-cholesterol foods, many fast-food chains have expanded their
a
b
c
menus to include more low-fat, high-protein foods, such as grilled chicken and salads. No error
d
e
6. With the grand, festive forms and colors of its baroque architecture, St. Petersburg remains one of the most
a
b
c
visually stunning cities in the world. No error
d
e
7. Heisenbergs Uncertainty Principle posits that the very act of observing a phenomenon alters the
a
b
c
phenomenon that was being observed. No error
d
e
8. The number googol is mathematical represented as 10 to the 100th power (10100) and written as the
a
b
c
number 1 followed by 100 zeros. No error
d
e
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9. Tennis is a challenging sport; players have to be in top physical shape and be practicing
a
b
c
everyday to maintain their game. No error
d
e
10. John Steinbecks 1936 novel In Dubious Battle chronicles the struggles of migrant workers in California
a
who raise up against unjust treatment by landowners. No error
b
c
d
e
11. The longest-running musical in Broadway history, Cats was based on a book of T.S. Eliot poems called
a
b
c
d
Old Possums Book of Practical Cats. No error
e
12. Doctors require years of schooling, and you also need to complete a residency program
a
b
c
before practicing medicine. No error
d
e
13. Contrary to popular belief, more Americans die from dog bites (an average of 17 per year) then from snake
a
b
c
bites (less than 12 per year). No error
d
e
14. Many find relief from his or her hard work in exercise, a much healthier outlet than
a
b
c
watching hours of television. No error
d
e
15. Type 2 diabetes, the most common form of the disease, can many times be managed with diet
a
b
and exercise alone, it can also be caused by poor eating habits and inactivity. No error
c
d
e
16. Researchers have identified eight elements that help humans perceive depth: space, size, color, lighting,
a
b
textural gradients, interposition (the placement of one object in front of another), time, and perspective.
c
d
No error
e
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17. The most commonly used typeface group, the Roman family of fonts, is almost exclusively used for the
a
b
c
body copy of books, magazines, and newspapers because they are both familiar to readers and highly
d
legible. No error
e
18. Children are naturally drawn to the art of Keith Haring, whose vibrant, simplistic paintings and drawings
a
b
c
tell sophisticate stories and embody rich emotions in vivid colors and shapes. No error
d
e
19. While German printer Johannes Gutenberg is often credited with the invention of the first printing press
a
b
to use movable type, Chinese printers use movable block prints and type made of clay as early as 1040.
c
d
No error
e
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Improving Sentences
In each of the questions below, part or all of the sentence is underlined. The underlined text may contain
an error in sentence construction, grammar, word
choice, or punctuation. Choice a repeats the original
underlined text. If there is no error in the underlined
portion, choose a. If there is an error, select the answer
choice that most effectively expresses the meaning of
the sentence without any ambiguity or awkwardness.
20. According to a recent survey, 62% of Americans
use some form of alternative medicine;
significantly more than the previous decade.
a. medicine; significantly more than the previous
decade
b. medicine, a significant increase over numbers
from the previous decade
c. medicine, which is a significant increase over
the previous decade
d. medicine, which, compared to the previous
decade, is a significant increase in number.
e. medicine, previously in the last decade the
numbers were much higher
21. Nowadays, standard identification tags can be
replaced by microchips implanted under a pets
skin; these high-tech devices contain an owners
contact information, making it easier than ever
to find lost animals.
a. Nowadays, standard identification tags can be
replaced by microchips implanted under a
pets skin;
b. In todays day and age, standard pet identification tags can be replaced by microchips
implanted under a pets skin;
c. Nowadays, microchips implanted under the
skin of a pet can replace standard pet identification tags,
d. Nowadays, microchips can be implanted
under a pets skin to replace standard identification tags;
e. Nowadays, by implanting microchips under a
pets skin, you can replace standard identification tags;
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Improving Paragraphs
Questions 3340 are based on the following passage, a first draft of an essay about student participation in creating school rules. Read the passage and answer the questions that follow. For each question, choose the answer
that will most improve the passage. Some questions ask you to choose the best revision of a particular sentence
or pair of sentences. Other questions ask you to consider how to best improve the overall organization of the passage. In each case, the correct answer is the one that most closely conforms to the conventions of formal writing.
(1) Schools that dont require students to wear uniforms implicitly express a belief that students should
be able to express themselves through their clothing. (2) So how come so many schools have dress codes?
(3) The reasons include creating an effective learning environment, ensuring the safety and well-being of
students, and promoting basic decency. (4) To me, the question isnt whether schools should have dress
codes, because in my opinion, there are many good reasons for that, but the question is how these dress
codes should be developed.
(5) I believe students should be involved in the development of a dress code and that it should be
revised or at least reapproved by students on an annual basis. (6) Students are more responsible and sensible than many adults and administrators realize, in addition they will be more likely to adhere to the dress
code if they have a role in creating it. (7) Plus there is a sense of autonomy and responsibility both fostered
by this direct participation in rule making. (8) As a result, there will also be less disciplinary action. (9) In
fact, schools should allow students to participate in the creation of many different rules. (10) As well as in
the punishment for the violation of these rules, too; even in elementary school. (11) For example, even
kindergarteners could come up with a list of rules for their classroom. (12) Including no pushing or name
calling, ask before you take something, put things away, and say please and thank you. (13) With gentle
guidance, the teacher could help them include important safety rules or other things that they forgot.
(14) Furthermore, parents could do the same at home, allowing children to participate in establishing rules
and determine punishments for breaking those rules.
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33. In the context of the passage, which of the following is the most effective revision of sentence 4
(reprinted below)?
(4) To me, the question isnt whether schools
should have dress codes, because in my opinion,
there are many good reasons for that, but the
question, is how these dress codes should be
developed.
33. In the context of the passage, which of the following is the most effective revision of sentence 6
(reprinted below)?
(6) Students are more responsible and sensible
than many adults and administrators realize, in
addition they will be more likely to adhere to the
dress code if they have a role in creating it.
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Answers
14. b. The singular his or her does not agree with its
plural indefinite pronoun antecedent, Many.
To correct this error, his or her should be
replaced with their.
15. c. This sentence is a run-on with a comma
splice. The best way to correct this error is by
replacing the comma with a semicolon.
16. e. There are no errors in this sentence.
17. d. There are actually two errors here: pronounantecedent agreement and subject-verb
agreement. The prepositional phrase for the
body copy of books, magazines, and newspapers
may mislead you to think that books, magazines, and newspapers are the subject. However, the subject is family, which is singular.
Thus, the pronoun should be it and the verb
is: . . . the Roman family of fonts is almost
exclusively used for the body copy of books,
magazines, and newspapers because it is both
familiar to readers and highly legible.
18. d. The modifier sophisticate is in the wrong form.
It should be the adjective sophisticated.
19. c. The context should make it clear that the verb
use should be in the past tense: . . . Chinese
printers used moveable block prints and type
made of clay as early as 1040.
20. b. Choice a incorrectly uses the semicolon and
does not clearly indicate what is significantly
morethe percentage of Americans using
alternative medicines or the frequency with
which they use alternative medicines. Choice
b corrects the semicolon error and correctly
identifies exactly what the increase is: an
increase in numbers. Choice c merely states
that the increase is over the decade, which is
incorrect. Choice d is wordy. Choice e is a
run-on sentence, is wordy, and has awkward
sentence structure.
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28. c.
29. b.
30. d.
31. d.
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32. b. The original item (choice a) is a run-on sentence. Choice b correctly replaces the comma
with a semicolon. Choice c also replaces the
comma with a semicolon but awkwardly uses
the passive voice (what is popularly believed).
Choice d is wordy, and e correctly uses a semicolon but mistakenly omits the comma after the
introductory phrase contrary to popular belief.
33. e. The original is very wordy and is best divided
into at least two sentences. Choice a divides the
sentence into three, but the second is a fragment,
and it is overall still wordy. Choice b is more
concise but misuses the semicolon. Choice c is
full of awkward and ungrammatical constructions and is a run-on. Choice d has similar
problems and has unnecessary repetition.
34. d. The original sentence is a run-on. Choice a
retains the run-on and uses because of this, a
transition that does not express the right relationship between the two clauses. It is not
because students are more responsible and
sensible that they will more likely adhere to
the dress code. The relationship between the
two clauses is one of addition; the author is
providing another example to support his or
her point. Choice b commits the same errors
as choice a. Choice c corrects the run-on but
doesnt provide a transition, making it difficult to determine what the relationship is
between the two clauses. Choice e corrects the
run-on by separating the clauses into two sentences, but starts the second sentence with
Obviously, which is not the best word choice.
35. c. Sentence 12 provides specific examples of the
rules that kindergarteners could come up with,
and it could logically be attached to sentence
11. As it is, sentence 12 is a fragment. Switching
the sentence order (choice a) would be illogical, as would connecting them with and (choice
b). Deleting sentence 12 (choice d) would
weaken the paragraph by removing specific
examples. Neither sentence is wordy, so choice
e is incorrect.
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If it keeps up, man will atrophy all his limbs but the
push-button finger.
Frank Lloyd Wright
Assignment: What is your opinion on the relationship between mistakes and creativity? In an essay,
support your opinion using an example or examples
from literature, the arts, history, current events, politics, science and technology, or personal experience or observation.
When faced with a quotation, you should determine its main point before proceeding. What is the
opinion or statement that the quotation is making? You
may want to quickly jot down your interpretation of the
quote on your scrap paper. This will help you later as
you brainstorm your response to the quote.
For example, in response to the above quotation,
you may jot down Mistakes happenbyproduct of
creativity. Making them work for youthats art.
Then, you will read the assignment for more details
about how to move forward. Here, the task is to discuss
the relationship between mistakes and creativity.
Assignment: Consider the two contrasting statements above. Choose the quotation that most closely
reflects your viewpoint. Write an essay explaining
your choice. To support your view, use an example
or examples from history, politics, science and technology, literature, the arts, current events, or your
own personal experience and observation.
Again, because this prompt involves responding
to quotations, a critical first step is to be certain of
what each speaker is trying to say. Once that is determined, you will choose the side you agree with more
strongly. You will then write an essay in which you support your opinion. A student may interpret the first
quotation as Technology is critical to life and the second as Technology is harmful and undesirable. Proving the validity of one of these two opinions will be
your task in the essay.
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An essay that does not address the prompt or is blank receives a zero.
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Dont Panic
You have been writing throughout your school experience. Although you are faced with a particular type
of writing task and a significant time constraint, remember that you will be using many of the skills you
have developed over the years. This section will help you master the writing process in order to respond
to any prompt you are given.
Listing
Perhaps the easiest form of brainstorming is listing.
This means that you just jot down ideas in response to
the question as they come to you. You can do this on the
scratch paper in the test booklet. At the brainstorming
step, do not worry about spelling or even complete
sentences. In fact, you should keep your ideas short,
limiting them to words or phrases. You may even want
to abbreviate certain words to save time.
To spark more ideas, you can use questioning,
another brainstorming technique. Ask yourself probing questions with regard to the topic, like who, what,
where, when, why, and how. These questions are commonly called the 5 Ws and H. This may help you
address areas of the question in greater detail and pull
out additional ideas. You may generate more ideas than
you will use, but you can sift through them later to pull
out the relevant points.
Example: Listing with Questioning
Franklin D. Roosevelt said, There is nothing
to fear but fear itself. Respond to this statement with examples from history, literature,
or personal experience.
agreeb/c fear is relative to the person
fears not the same for everyonevaries, so it
cant be the thing itself
(begin asking who? what? where? when? why?
how?)
me
drowningterrified
thrown in pool as childtraumatized
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Clustering
Another brainstorming technique is clustering. This
combines the practice of jotting down ideas as they
come to you with organizing them visually at the same
time. Because you organize your ideas as you write, you
may find this technique especially helpful in a situation
like the SAT where time is very limited.
Start the cluster by writing the topic down in the
center of the scrap paper. Then, write ideas down
around this topic as they come to you. Quickly put
these ideas in circles and attach the circles to the topic
by drawing lines. Then, look at the ideas you have just
written, and try to expound on these ideas. Again, the
questioning technique (using the 5 Ws and H) may be
helpful here. When you are finished, you will see that
there are some ideas that you have a lot to say about,
and others that are dead ends. When you focus your
cluster, you will probably choose the two or three ideas
with the most circles around them for your essay.
Here is an example based on the essay question
from the pretest:
An influential person is one who leaves a footprint in the sand of our soul. To me, the most
influential person I can think of is . . .
Assignment: Complete the sentence above with an
appropriate response. Then write an essay supporting your completed statement.
Planning: Creating an Outline
Once you focus your brainstorm, you have the raw
material for your essay. Now you need to put it in
order. This is called the planning stage, and at the end
of this stage, you will have a rough outline from which
to write your essay. This is invaluable: If you skip this
stage, you may wander off your topic when your write
your essay.
Because you only have 25 minutes, you will not be
able to take the time you may normally take to develop
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Grandma
I. Influenced kids and grandkids
A. Always involved in their lives
B. Matriarch
1. Advice on dating, money, problems, etc.
C. Came to familys aid
1. Cousin Joe (health problems)
II. Hard workerinspired to reach our goals
A. Worked fulltimekids college
B. Rock, steady, unchanging
1. Everything else crazycount on her
(parents divorce)
III. Independentown voice
A. Stood up for her beliefs
1. Didnt care what others said
The student could also have focused the brainstorm by using numbers next to the original list to save
time: assigning each main idea a number, and then
writing that number next to each appropriate example.
Another way to group these ideas would be to draw circles or otherwise cluster them together on the page.
Step Two: The Thesis Statement
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the reader for what will follow in the rest of the essay.
The thesis statement is usually placed in the middle or
end of the introduction.
Direct and Indirect Thesis Statements
A direct thesis statement not only provides the reader
with your opinion, but also makes an explicit statement of the major points you will use as evidence to
back up your assertion. It lists the evidence clearly and
in order, in effect giving the reader a road map to
follow.
Example:
Mistakes are valuable because they reveal our
weaknesses, they provide motivation for learning,
and they keep us humble.
In the direct thesis statement above, the italicized
phrases clearly prepare the reader for what will follow
in the rest of the essay.
On the other hand, an indirect thesis statement
does not point out to the reader what the body paragraphs will be about.
Grammar Note
Remember, two of the components of the SAT writing
rubric are meaning and development. Your thesis
statement will have a strong impact on these areas of
your essay. A clear, strong thesis shows that you understand the assignment and have formulated a relevant
response to it (meaning). A good thesis also sets the
stage for a well-developed essay using specific and interesting examples.
It is important that your thesis statement be
grammatically correct. You must be sure to observe
the rules of parallel form, which means that the three
points you are going to make must be in the same form
(the same part of speech).
Incorrect:
Example:
Correct:
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Writing Hooks
Imagine you are one of the expert graders reading hundreds or thousands of SAT essays. It is late and you are
getting tired. Which of the following first sentences
would make you sit up and take notice?
1. Can you imagine a dark day on which your cell
phone, computer, PDA, beeper, and voicemail
dont work?
2. Technology is expanding every day.
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SEQUENCE
CONTRAST
COMPARISON
CONSEQUENCE
SUPPORT
first
similarly
thus
for example
next
alternatively
therefore
for instance
finally
in contrast
like
as a result
in addition
unlike
consequently
Often, it is helpful to go back to your thesis statement. You should reiterate your thesis without saying
it in exactly the same way. You should also briefly
remind the reader of the two or three examples you
have included to support your point, without going
into detail, since you have already provided details in
the body of your essay.
Watch Out
In your effort to write a strong conclusion, be
sure not to begin an entirely new topic. This
will create a new problem and detract from
your essay and your score.
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of the session to reread your essay and make any lastminute changes. In these testing conditions, you will
combine the steps of revising (changing for clarity
and expanding upon ideas) with editing (proofreading
and changing mechanics, spelling, etc.)
Follow the steps below for quick revision and
editing before your time is up.
1. Do you have an interesting hook and a clear
thesis statement?
2. Do you have one main idea per paragraph?
3. Do you have enough examples to back up your
claim? Do you relate the examples back to your
point?
4. Do your paragraphs make sense? Does one idea
logically flow to the next?
5. Do you have a strong conclusion that wraps up
what youve said in your essay?
6. Look at your word choices. Is there a better word
that would more clearly convey your meaning?
Can you use a more descriptive, perhaps less
common word?
7. Is the grammar correct? See the previous lesson
for specific grammar points you may want to be
on the lookout for. Pay close attention to punctuation, too.
8. Is the spelling correct?
9. Is it legible? Dont expect graders to struggle to
read your work.
If you find your essay lacking in any of these
areas, do what you can to amend it quickly.
Word Choice
One thing the SAT essay scorers will be looking at is
your word choice. A high-scoring paper, according to
the rubric on pages 233234, shows an excellent command of written language, in part demonstrated by its
word choice. Because of this, you need to try to use the
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agreement
run-ons and fragments
usage mistakes (confusing two similar words, like
their and theyre)
Now, you can practice writing essays using the skills you
have learned in this chapter. Set a timer for 25 minutes for
each prompt, and use the rubric (on pages 233234)
and sample essays that follow to evaluate your work.
Good luck!
Out of Time?
At the very least, even if you are running very short on
time after your writing, read through your essay at
least once and make any last-minute spelling and punctuation corrections. When youre writing under a time
constraint, you may forget a letter or period that will
only take a second to correct.
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Use the rubric on pages 233234 to evaluate your work, and compare your answers to the sample responses that
follow.
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Scoring Explanation
This paper shows a clear understanding of the assignment. The writer uses specific and appropriate examples. Although the second and third paragraphs share
the same basic idea, the different examples chosen to
illustrate them compensate for this. The paper is
generally well organized, but lacks the level of sophistication of the level-6 paper. The writer reveals a good
command of written English and, at times, uses interesting and varied language.
Sample 4-point Response
It is true, shallow men believe in luck. It is shallow to
think that good things happen by accident, and not
as a result of hard work or divine intervention. Some
people want to blame God for the bad things, but
then chalk it up to luck when something good happens to them. I dont believe there is any such thing
as luck or coincidence, and I think to do so is wrong.
Its actually horrible.
When my parents inherited a great deal of
money from an elderly neighbor, people constantly
said they were lucky. Were they lucky when they
shoveled her driveway in all the blizzards, cooked
her dinner five nights a week, and sat with her for
days after her husband died? It wasnt luck that
was the reason for the inheritance. It was left to
them as a reward for the good deeds and sacrifices
they had done for that old lady. They deserved it.
And they got it. When babies die, or theres an
earthquake that kills thousands of people, people
shake their fist at fate and ask how could this happen? But when good things happen, like a kidnapped
child is reunited with her mother, or two long-lost
sibling find each other, people say Wow, what a
coincidence! So lucky! I dont think this is right,
because it doesnt work both ways. This is wrong and
really terrible.
Luck is really what you put into it, or also it is
the hand of fate moving in a life. It is shallow and
wrong to give luck the credit for the good things in
life. You could get yourself into trouble that way.
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Scoring Explanation
This paper shows a basic understanding of the assignment. The writer does develop her thesis with specific
examples, but she tends to go off track a bit when she
makes a judgment call on whether believing in luck is
right or wrong. The strength of her conviction is not
supported clearly enough by the examples she has
chosen. Also, she tends to repeat herself with emotional statements (They deserved it. And they got it. and
. . . to do so is wrong. Its actually horrible.), which
detracts from the strength of her argument. The paper
is generally organized, but there are inconsistencies,
such as the failure to begin a new body paragraph
beginning When babies die . . . There is a basic command of writing with some minor errors (two long-lost
sibling, Its). The vocabulary is basic, without particularly varied word choices, and the sentence structure is
also basic.
Sample 3-point Response
If you want to be a deep person, a person of integrity
and hard work, you will not look to luck. Look inside
yourself and within your own spirit for the advancing and the positives in your life. My sister and
Abraham Lincoln show this very well.
My sister is on trying out for the Olympic figure skating team. Some of my friends say, Oh, your
so lucky. Your sister is gonna be famous. But what
they dont see is my sister at the ice rink 7 days a
week at 5:00 in the AM, skating before school. They
dont see my mother working two jobs to pay for her
ice time and her lessons. They dont see me doing
without summer vacation (to a nice place) so our
family can travel to see her distant competitions.
Its not luck, its sacrifice. So that makes me mad.
People can be so annoying.
Abraham Lincoln came from a poor family. He
was ugly, tall, and self-taught. Yet he was one of our
most important presidents (slavery). Why?
Scoring Explanation
This student has a basic understanding of the task, but
falters on the development and organization. In the first
body paragraph, the writer picks an adequate example
to develop his thesis. However, the second paragraph
fails to support the thesis. It appears that the student
ran out of time, since there is an abrupt ending and no
conclusion. This paper illustrates why it is so important
to keep track of the time you are allotted and make sure
you complete your essay. There are noticeable errors in
grammar that seriously detract from the flow of ideas.
Sample 2-point Response
It is not true that shallow men believe in luck. There
is nothing wrong with believing in luck, some people
believe in fate or religion and nobody holds it against
them, so it is acceptable in this free country to
believe in luck. One time I found $100 bill on the way
to school. It was the same day I had to hand in
money for the junior prom tickets, you cant tell me
that it wasnt lucky! That was a great day, I was able
to buy the tickets and have a great time at the
prom. That prom was a night I will always remember.
I had a cool tux. All my friends called me Lucky
Luciano for the rest of the week. Theres nothing
wrong with believeing in luck, since this is a free
country and we have freedom of speech, everyone is
entitle to theyre own opinion, thats how I feel about
this issue. Nobody will ever, never change my mind
about this.
Scoring Explanation
This paper reveals that the student actually had little
understanding of the assignment. Instead of taking a
position and using evidence to convince the reader,
the writer mentions a rather weak example and then
veers off the topic into the right to believe in luck since
we live in a free country. This is not an argument that
logically proceeds from the quotation. There is little
development and organization. There are many errors
in grammar and spelling that hinder comprehension.
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Scoring Explanation
This essay shows a clear understanding of the assignment. It includes a strong introduction and thesis, and
uses good examples. The essay is well organized and
interesting, and the writing is strong. The writer would
have earned a higher score if he had developed his second body paragraph, about determination, more completely. Overall, the essay shows a good command of
writing.
Sample 4-point Response
Sometimes the choices we make effect us very
strongly. I have seen this in the life of my grandfather. He took a big risk in coming to America and
leaving his family behind in Korea. The risk my grandfather took taught me several important lessons.
First, I learned how important it is to believe
in yourself. My grandfather lived on his parents
farm in Korea, and theyre life there was good. But
he thought he could do more with his life, and
decided to go to college. However, his parents didnt
have enough money to send him, and so he decided
to go to America to see if he could earn enough
money to get an education. He didnt speak English,
and didnt know anyone in the U.S. However, he had
self-confidence, and felt that he could succeed if he
tried hard.
Next, I learned from my grandfather that it is
important never to give up. When he arrived in San
Francisco, he couldnt find a job right away. He spent
almost all of the money he brought with him, and he
thought he might have to go back to Korea. But he
was determined not to give up, so he talked to all
the other Korean people he met until he found a man
who would hire him in his shop. He told the man he
Scoring Explanation
This essay demonstrates a basic understanding of the
assignment. The writer uses examples from his grandfathers life to provide an adequate response to the
question, but the essay lacks development. The essay is
generally organized and the ideas are easy to follow.
However, the last examplethe writers grandfathers
braveryis not developed adequately. The sentence
structure is basic and the writing suffers from repetition
(repeating the word important, for example). There
are also some errors in spelling and grammar.
Sample 3-point Response
I faced a big dilemma when I had to decide if I should
tell my parents that my sister started smoking. My
sister is two years older than me and she started
smoking when she was in 11th grade. I didnt know
what to do and its really hard.
I knew smoking was bad for my sister and I
was afraid she would get hooked like my uncle was.
I saw her smoking outside the school after school
with her friends. She told my mom she smelled like
smoke because they all sat in the smoking section
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Scoring Explanation
This writer shows no understanding of the question.
Although she refers to the issue mentioned in the
prompt, her essay is off-topic and hard to follow.
Instead of talking about her own dilemmas, she rambles about her father and then switches to an example
about trying out for the cross-country team. There is no
organizational plan or development, and she provides
no support for her examples. The numerous mechanical errors make the essay very difficult to read. This
essay shows incompetence in writing.
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A P P E N D I X
Math Glossary
Basea number used as a repeated factor in an exponential expression. In 85, 8 is the base number.
Base 10see Decimal.
Binary systemone of the simplest numbering systems. The base of the binary system is 2, which means
that only the digits 0 and 1 can appear in a binary representation of any number.
Circumferencethe distance around the outside of a circle.
Composite numberany integer that can be divided evenly by a number other than itself and 1. All numbers are either prime or composite.
Counting numbersinclude all whole numbers, with the exception of 0.
Decimala number in the base 10 number system. Each place value in a decimal number is worth ten times
the place value of the digit to its right.
1
Denominatorthe bottom number in a fraction. The denominator of 2 is 2.
Diametera chord that passes through the center of the circle and has endpoints on the circle.
Differencethe result of subtracting one number from another.
Divisible bycapable of being evenly divided by a given number, without a remainder.
Dividendthe number in a division problem that is being divided. In 32 4 = 8, 32 is the dividend.
Even numbera counting number that is divisible by 2.
Expanded notationa method of writing numbers as the sum of their units (hundreds, tens, ones, etc.).
The expanded notation for 378 is 300 + 70 + 8.
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MATH GLOSSARY
Exponenta number that indicates an operation of repeated multiplication. For instance, 34 indicates that
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A P P E N D I X
B
Additional
Resources
Mathematics
Downing, Douglas. Algebra the Easy Way (Hauppauge, NY: Barrons Educational Series, 2003).
Kaplan New SAT Math Workbook (New York: Kaplan, 2004).
Math Builder: An Excellent Review for Standardized Tests (Piscataway, NJ: 2004).
No Fear Algebra (New York: Spark Notes, 2004).
Oernese, Richard and David Smith. SAT Math Essentials (New York: LearningExpress, 2006).
Petersons Math Exercises for the SAT (Lawrenceville, NY: Petersons, 2001).
Prindle, Anthony. Barrons Math the Easy Way (Hauppauge, NY: Barrons Educational Series, 2003).
Hacker, Diana. A Writers Reference, 5th ed. (New York: Bedford Books, 2003).
Jones, Darolyn. Painless Reading Comprehension (Hauppauge, NY: Barrons Educational Series, 2004).
McCutcheon, Randall et al. Increase Your Score in 3 Minutes a Day: SAT Critical Reading (New York: McGraw Hill, 2004).
Morgan, Margaret. Petersons New SAT Writing Workbook (Lawrenceville, NJ: Petersons, 2004).
Pivarnik-Nova, Denise. 400 Essential SAT Words (New York: McGraw-Hill, 2004).
Reinhart, Susan M. Testing Your Grammar (Ann Harbor, MI: University of Michigan Press, 2002).
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ADDITIONAL RESOURCES
Ph.D Rozakis, Laurie E. The Complete Idiots Guide to Grammar and Style, 2nd ed. (New York: Alpha Books, 2003).
SAT 2400!: A Sneak Preview of the New SAT English Test (New York: McGraw Hill, 2004).
Starkey, Lauren. SAT Writing Essentials (New York: LearningExpress, 2006).
Strumpf, Michael. The Grammar Bible (New York: Henry Holt, 2004).
Writing Power, 3rd ed. (New York: Kaplan, 2003).
Study Guides
Abaluck, Jason et al. Up Your Score: The Underground Guide to the SAT, 20052006 Edition (New York: Workman
Publishing, 2004).
Fischgrund, Tom. SAT Perfect Score (New York: HarperCollins, 2003).
Ph.D Rozakis, Laurie. Test Taking Strategies & Study Skills for the Utterly Confused (New York: McGraw Hill, 2002).
Ph.D Rozakis, Laurie. Super Study Skills: The Ultimate Guide to Tests and Studying (New York: Scholastic, 2002).
Rubenstein, Jeff. Crash Course for the New SAT, 3rd ed. (Hauppauge, NY: Princeton Review, 2005).
11 Practice Tests for the New SAT and PSAT: With Free Access to Online Score Reports and More SAT Help (New York:
Princeton Review, July 2004).
Bobrow, Jerry. The New SAT, 3rd ed. (New York: Cliff Notes, 2004).
Cracking the NEW SAT with Sample Tests on CD-ROM, 2005 Edition (New York: Princeton Review, 2004).
Fiske, Edward. Fiske New SAT Insiders Guide (Naperville, IL: Sourcebook, 2004).
How to Prepare for the New SAT, 22nd ed. (New York: Barrons Educational Series, 2004).
Kaplan New SAT 2005 with CD-ROM (New York: Kaplan, 2004).
The Official SAT Study Guide for the New SAT (New York: College Board, 2004).
Robinson, Adam. The Rocket-Review Revolution: The Ultimate Guide to the New SAT 20052006 Edition (New York:
New American Library, 2005).
Websites
www.LearningExpressFreeOffer.comFREE practice exercises that mirror official SAT questions with immediate scoring, detailed answer explanations, and a customized diagnostic report.
www.testprep.comprovides practice tests for the SAT and PSAT.
www.powerprep.comprovides strategies, tutoring, software, diagnostic, and online practice tests for the SAT.
www.collegeboard.comprovides online test registration and test preparation for the SAT.
www.review.comprovides tutoring and test preparation for the SAT and PSAT.
www.kaplan.comprovides tutoring, test preparation, and general information for the SAT.
www.act-sat-prep.comprovides online test registration, practice exams, and strategies for taking the SAT.
www.rocketreview.comprovides online interactive SAT preparation.
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